pedagogical approaches to teaching physical education

By closing this message, you are consenting to our use of cookies. Journal of Teaching in Physical Education 30(2):103-115. We show how each principle is aligned with the features of meaningful physical education experiences (Kretchmar 2001, 2006; Beni, Fletcher, and Ní Chróinín, 2016) to ensure continuity between the version of physical education promoted in PETE and school-based physical education. McCullick, B. An analysis of Year 1 data informed development of Year 2 pedagogical approaches. What is pedagogy?1.1. Identification of these principles is, therefore, an important step in promoting a version of school-based physical education that prioritises meaningful experiences for participants. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Successful curriculum change requires supportive scheduling (see Kramer and Keller, 2008, for an example of curriculum reform in mathematics). All three met in person or through Skype at the end of each semester to discuss the data, the turning points, and counterpoints. 2010. The approach in Year 2 replicated Year 1: Déirdre and Tim taught the same courses to new cohorts of PSTs. PEDAGOGICAL APPROACHES IN PHYSICAL EDUCATION | Different methodological approaches are used in physical education in order to verify … Sixty-five percent of high schools had “cut” policies, which could limit the enrollment of students in interscholastic sports. Over time, however, the approach shifted from concern with the inner attitude of the mover to a focus on the function and application of each movement (Abels and Bridges, 2010). 2003. XII, edited by E. M. Guyton and J. R. Dangel. 2011. For example, Miami-Dade County Public Schools is the fourth largest school district in the United States, in a large urban minority-majority community with large budgetary shortfalls and attention in schools being diverted to academic requirements. 2008. To create your own pedagogy, start by devising a personal philosophy of teaching statement that can help students manage expectations about your teaching methods and approach to curriculum. A review of correlates of physical activity of children and adolescents. The full NASPE position statement on online physical education can be found at http://www.ncpublic-schools.org/docs/curriculum/healthfulliving/resources/onlinepeguidelines.pdf (accessed February 1, 2013). Guskey, T., and D. Sparks. 2002. Intensive and focused in-service training. 1930. Having certified physical education teachers and making physical education a priority in the schools were other key factors. The curriculum is designed so that the children are engaged in physical activities that demonstrate relevant scientific knowledge. The role of certified physical, Standards for a Physically Educated Person. For example, ‘the main key focus here is to make people to want to participate and the games really get everyone geared towards having fun … and making friends’ (Laura, FG1, Year 1, Canada). For these reasons, physical education programming has been identified as the foundation on which multicomponent or coordinated approaches incorporating other physical activity opportunities can be designed and promoted. In this section, we identify and describe five pedagogical principles of LAMPE that are representative of the range of individual pedagogies and learning strategies we employed and articulated to support PST learning about the value of meaningful participation and how to facilitate meaningful school-based physical education experiences for their pupils. Results from a national sample of teachers. Further, physical education policy should make quality the priority while also aiming to increase the amount of time physical education is offered in schools. For example, we emphasised the importance of providing participants with choices about how they made movement meaningful (Bulger and Housner 2009). Curriculum and Pedagogy Studies in Physical Education The Curriculum and Pedagogical Graduate Studies program focuses on the development and evaluation of innovative physical activity curricula and programs for children, adolescents, and young adults in variety of settings including elementary, middle, high schools, colleges and beyond. Form and substance of inservice teacher education. For example, 20 years ago, Siedentop and Locke (1997) argued for a ‘dose of revolution for PETE’ (28) to address this gap. NOTE: Sample is taken from a teacher schedule in a traditional elementary school. Nutrition: Strive to maintain healthy diet through knowledge, planning, and regular monitoring. Ethical approval for the research was granted by the relevant committees of both Tim and Déirdre’s institutions. 2013. SOURCE: NASPE, 2012. •  Social interaction/respecting differences. In each semester, both Déirdre and Tim developed ‘turning points’ (Bullock and Ritter 2011), which have the following characteristics: there is an affective element to the data, the data frame a problem of practice, the author of the data is implicitly or explicitly asking for advice from a critical friend, and, there is time to take action on the problem. People also read lists articles that other readers of this article have read. Xiang, P., S. Lowry, and R. McBride. 3. Research assistants not affiliated with the courses in any way acted as gatekeepers in ensuring that all PST data were anonymised so we could not know which PSTs participated in the research (thus reducing but not eliminating power dynamics). The plan is intended to create a national culture that supports physically active lifestyles so that its vision that “one day, all Americans will be physically active and they will live, work, and play in environments that facilitate regular physical activity” can be realized. Consumerism: Access and evaluate fitness information, facilities, products, and services. In a recent literature review, Bassett and colleagues (2013) found that physical education contributes to children achieving an average of 23 minutes of vigorous- or moderate-intensity physical activity daily. Children’s use of electronic games: Choices of game mode and challenge levels. It may also serve as a preventive measure for adult conditions such as heart disease, high blood pressure, and type 2 diabetes. (PST F, FG2, Year 2, Ireland), My message to them (explicitly) was to not dismiss the ‘inaction’ of target and striking/fielding games, because it is often the interaction that comes as a result of participation that makes playing them so appealing. One state (0.02 percent) requires K-12 physical education but does not require 4 years of physical education for high school graduation. Barriers to providing physical education and physical activity in Victorian state secondary schools. Accelerating progress in obesity prevention: Solving the weight of the nation. Washington, DC. San Diego State University. Mary acted as the third participant in this three-way critical friendship. An analysis of state physical education policies. Effect of a mastery climate motor program on object control skills and perceived physical competence in preschoolers. In developing master schedules, school site administrators have been forced to make difficult decisions regarding the allotment of time for “nonessential” subjects. For example, in each autumn semester, when Déirdre implemented LAMPE, she shared her written plans and guided reflections with Tim, who acted as a critical friend by responding in writing, probing ideas and asking questions. education specialists in health-enhancing physical education has become increasingly critical (McKenzie, 2007). Garet, M. S., A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon. Journal of Physical Education, Recreation & Dance 75(6):40-45. Robinson, L. E. 2011. The emphasis on high-stakes testing and pressure for academic achievement in the core subjects has had unintended consequences for other subjects throughout the school day. The Centers for Disease Control and Prevention (CDC) (2010), the National Association, of State Boards of Education (NASBE; 2012), and NASPE (2004, 2010) all support this view because physical education provides students with the tools needed to establish and maintain a physically active lifestyle throughout their life span. Research Quarterly for Exercise and Sport 80(2):223-229. Although the above analysis indicates that 30 states (74.5 percent) mandate physical education, most policies do not require specific amounts of instructional time, and more than half allow for waivers or exemptions. In addition to policies that directly require offering physical education in schools, other policies support physical education opportunities in schools. Examples of active gaming programs with accompanying equipment include Konami Dance Dance Revolution (DDR), Nintendo Wii, Gamebikes, Kinect XBOX, Xavix, and Hopsports. Out-of-school assignments that support learning and practice. Yet although several national governmental, nongovernmental, private industry, and public health organizations have recommended specific day and time/minute requirements for physical education, no standardized state policy has emerged. Recommendations for high-quality professional development tend to emphasize the importance of. These standards emphasize the need for children to know basic movement concepts and be able to perform basic movement patterns. When school-based multicomponent interventions include physical activities experienced in physical education that are enjoyable and developmentally appropriate, such coordinated efforts are plausible and likely to be effective in producing health benefits (Corbin, 2002). Physical education in schools—both quality and quantity are important: A statement on physical education from the American Cancer Society and Cancer Action Network (ACS CAN), the American Diabetes Association (ADA), and the American Heart Association (AHA). Couch potatoes to jumping beans: A pilot study of the effect of active video games on physical activity in children. A. Valley. We made this primacy explicit to the PSTs in each class in the sharing of learning outcomes, presentation, and review of learning activities, as well as overall evaluation of learning. PE = physical education; S.S. = social studies. We use cookies to improve your website experience. Sallis and McKenzie (1991) published a landmark paper stating that physical education is education content using a “comprehensive but physically active approach that involves teaching social, cognitive, and physical skills, and achieving other goals through movement” (p. 126). Among the districts that reported both increasing time for English language arts or mathematics and reducing time in other subjects, 72 percent indicated that they reduced the time for one or more of these other subjects by a total of at least 75 minutes per week. This guide discusses each of them in relation to health education, physical education, and home economics. Washington, DC: The National Academies Press. However, there was little evidence supporting delight as a key component, perhaps due to the sustained nature of delight (and lack of longitudinal studies focused on young people’s meaningful experiences) as well as the difficulty children may have in articulating what delight means. No. Ninety-one percent believe that there should be more physical education in schools (Harvard School of Public Health, 2003). These programs include water sports, involving sailing, kayaking, swimming, canoeing, and paddle boarding; adventure activities such as Project Adventure; winter sports, such as. Morgan, P., and S. Bourke. Because of a lack of national tracking data on physical education graduates, the extent to which the teacher educator shortage has impacted and will impact the need to supply quality physical education teachers to the nation is unclear. Several government agencies and organizations have recommended embedding a specific number of days and minutes of physical education into each school’s or district’s wellness policy. •  Technique in developing cardiovascular fitness. This goal dictates a learning environment in which seated learning behavior is considered appropriate and effective and is rewarded. Also read: Child Development and Pedagogy. Issues and Answers Report, REL 2007, No. Journal of Teaching in Physical Education 31(1):86-100. NOTE: I = institutional barrier; SD = standard deviation. NASPE. A position statement on physical education from the ACS Cancer Action Network, ADA, and AHA (2012) calls for support for quality physical education and endorses including physical education as an important part of a student’s comprehensive, well-rounded education program because of its positive impact on lifelong health and well-being. Reasons for exemptions/waivers include health, physical disability, religious belief, and early graduation; six states leave the reasons to the local schools or school districts. Physical Education and Sport Pedagogy 16(2):103-132. We formally analysed teacher educator data at the end of each academic term (i.e. Sedentary behaviour in youth. The first question they ask themselves is ‘how can that lesson have been better?’ They ask students for feedback and act upon it to ensure that they are involved with continuous improvement. During the past 15 years, physical education has once again evolved to connect body movement to its consequences (e.g., physical activity and health), teaching children the science of healthful living and skills needed for an active lifestyle (NASPE, 2004). Physical Education for Children 295-355. A … Learning is dependent on the pedagogical approaches teachers use in the classroom. NOTES: PA = physical activity; PE = physical education; sport = sport education. Teacher-Centred Approach to Learning; Student-Centred Approach to Learning; High Technology Approach to Learning (Hi-tech) Jump up to the previous page or down to the next one. 2008. Teachers involved in the SPARK intervention offered increased levels of fitness promotion and provided students with an increased amount of general instruction and increased minutes of attention per week (McKenzie et al., 1997; Myers-Schieffer and Thomas, 2012). Journal of Sports Sciences 28(1):61-65. (Loughran and Russell 2007, 218). 2006. There is a small but growing research base about how to support teaching future teachers to enact innovative or activist approaches to teaching physical education. Interscholastic sports were offered in 89 percent of high schools. Boyce, B., and G. L. Rikard. As a school subject, physical and health education is focused on teaching school-aged children the science and methods of physically active and healthful living (NASPE, 2012). Metheny’s (1968) overview of her pedagogical approach provided direction in highlighting the importance of starting with student’s personal experiences and providing a wide range of experiences in movement and in interpreting the meaning of those experiences. Students fail to understand the benefits of health-related fitness and know little about how to develop a fitness plan. Let’s understand the various methods of pedagogy. McKenzie, T. L., J. E. Alcaraz, and J. F. Sallis. The only study found was published in 2004 (Welk et al., 2004). The shortcomings of school-based physical education are thus presented as a proxy for evidence of the deficiencies of PETE, indicating a gap between the preparation of teachers of physical education and the demands and realities of contemporary schools (Siedentop and Locke 1997; Armour and Harris 2013; O’Sullivan 2014). Standards for professional learning: Standards list. Get Fit! Stone, T. L. McKenzie, and J. C. Young. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. We also modelled teacher qualities that complimented meaningful participation, including relational time with and self-reflection time for participants (Hellison 2011). Fogel, V. A., R. G. Miltenberger, R. Graves, and S. Koehler. Randomized controlled studies on the impact of a science-based fitness curriculum in 15 elementary schools showed that, although the curriculum allocated substantial lesson time to learning cognitive knowledge, the students were more motivated to engage in physical activities than students in the 15 control schools experiencing traditional physical education (Chen et al., 2008), and they expended the same amount of calories as their counterparts in the control schools (Chen et al., 2007). 2. Jenkinson and Benson (2010) also presented teachers with a list of barriers to student participation in physical education and physical activity in three categories: institutional, teacher-related, and student-related. Champaign, IL: Human Kinetics. Student motivation in physical education breaking down barriers. Only 31 states (60 percent) support physical education teachers going through the national board certification process, and only New York requires each school district to have a licensed physical education specialist serving as a physical education coordinator (NASPE, 2012). In one such attempt designed to examine the impact of content and lesson length on calorie expenditure in middle school physical education, Chen and colleagues (2012) found that a lesson lasting 45-60 minutes with sport skills or fitness exercises as the major content would enable middle school students to expend more calories than either shorter (30-40 minutes) or longer (65-90 minutes) lessons. The PSTs valued this pedagogical strategy for their learning about teaching physical education in general, as well as learning how to foster meaningful physical education experiences: I liked the way Tim would stop and say ‘What am I doing here?’ … . State School Health Policy Database. Content, Pedagogy, and Assessment: Guiding Principles Let’s start with some fundamentals. Pate, R. R., J. Impact on student learning: Physical education teacher candidates use assessments and reflection to foster student learning and inform decisions about instruction. For physical education specialists interested in a more formal role as a physical activity leader at their school, NASPE has developed a director of physical activity certification program. We infused engagement with meaningfulness of experiences across all learning outcomes alongside the cognitive, affective and psychomotor domains. While FISO focuses on school improvement, the new Pedagogical Model underpins teacher practice improvement, recognising the vital role teachers play in improving student outcomes. Designed to move: A physical activity agenda. Different types of games may influence energy expenditure differentially, and some may serve solely as motivation. 2005. We followed the same steps in the analysis of Year 2 data. For example, the Institute of Medicine (2012a), in its report Accelerating Progress in Obesity Prevention: Solving the Weight of the Nation, points to the need to strengthen physical education to ensure that all children engage in 60 minutes or more of physical activity per school day. Teachers’ perspective on barriers to implementing physical activity curriculum guidelines for school children in Toronto. • Self-monitor physical activity and adhere to a physical activity plan. Exemptions from Physical Education Requirements. Opportunity to learn: Guidelines for elementary, middle, and high school physical education. snow skiing and snowshoeing; and extreme sports, such as in-line skating, skateboarding, and cycling. 1999. It seems some primary feeder schools are failing to teach fundamental motor skills. CATCH collaborative group. Although the time to be devoted to physical education (e.g., 150 minutes per week for elementary schools and 225 minutes per week for secondary schools) is commonly included in most state mandates, actual time allocation in school schedules is uncertain and often left to the discretion of local education officials. On the other hand, an overall analysis of student fitness assessments provides valuable data that can enable teachers to assess learner outcomes in the physical education curriculum and assess the present curriculum to determine whether it includes sufficient fitness education to allow students to make fitness gains throughout the school year. (PST 2, FG1, Year 1, Ireland). Each SPARK program “fosters environmental and behavioral change by providing a coordinated package of highly active curriculum, on-site teacher training, extensive follow-up support, and content-matched equipment focused on the development of healthy lifestyles, motor skills and movement knowledge, and social and personal skills” (SPARK, 2013). Mushin: Learning in technique-intensive sport as uniting mind and body through complex learning theory. For example, Jewett, Bain, and Ennis (1995) proposed a personal meaning model for school-based physical education, yet take-up by the physical education community was hampered by challenges in translating the model into practice and aligning teachers’ intended goals with participants’ interpretations of physical education experiences (Chen 1998). Kulinna, P. H. 2012. We acknowledge that ascribing meaningfulness is an individual process based on a range of factors. 2012. With a dramatic expansion of content beyond the original Swedish and German gymnastics programs of the 19th century, physical education has evolved to become a content. The child and adolescent trial for cardiovascular health. Learning standards are developed by national professional organizations such as the National Association for Sport and Physical Education (NASPE) and/or state education agencies rather than by the federal Department of Education; all curricular decisions are made locally by school districts or individual schools in compliance with state standards. Only just over half of these states require that the online courses be taught by state-certified physical education teachers. Developing school site wellness centers. •  Differentiate between fact and fiction regarding fitness products. As noted earlier in this chapter, physical education is short staffed. Fawkner, S. G., A. Niven, A. G. Thin, M. J. MacDonald, and J. R. Oakes. An AAHPERD (2011) survey indicated that 16 percent of elementary schools, 13 percent of middle schools, and 6 percent of high schools (from a self-responding nationwide sample, not drawn systematically) had implemented a CSPAP since the program was launched. Physical education as part of education provides the only opportunity for all children to learn about physical movement and engage in physical activity. These barriers reflect a lack of support structure in schools for quality physical education. McCaughtry and colleagues (2006) explored the factors that make teacher professional development successful and what success might mean in terms of teachers’ instructional practices and feelings about change. Triangulation of multiple data sources allowed for consideration of LAMPE from different perspectives and ensured both teacher educator and PST experiences of pedagogies were considered. With this in mind, we provided opportunities for PSTs to engage in personally meaningful experiences in our classes. Ball, D. L., and D. K. Cohen. Boyle, S. E., G. L. Jones, and S. J. Walters. The different pedagogical approaches could be broken down into four categories: behaviourism, constructivism, social constructivism, and liberationist. Guidance document. Adapted Physical Activity Quarterly 5(4):305-317. He is on the International Advisory Board for Studying Teacher Education: A journal of self-study of teacher education practices and sits on the Editorial Board for Physical Education and Sport Pedagogy. Here we share five pedagogical principles of LAMPE that provide new insight on how to support PSTs learning in PETE to facilitate meaningful participation in school-based physical education. No significant differences were found between the two groups of children on the measures used, but the researchers did note that the home-schooled children tended to be less physically active. 1962. Through small groups, we consciously created opportunities for friendship development and showed the value of social interaction (Fletcher and Baker 2015). 2001. Longitudinal data from the study reveal continued knowledge growth in the children that strengthened their understanding of the science behind exercise and active living (Sun et al., 2012). Data were analysed inductively. Over the past two years, we have employed a wide variety of individual pedagogies and ideas from the wider physical education literature. All states except Iowa have adopted state standards for physical education. With social networking growing to the point that Technorati last tracked about … Haddock and colleagues (2009) conducted ergometer tests with children aged 7-14 and found increased oxygen consumption and energy expenditure above baseline determinations. Physical Education and Sport Pedagogy, 15(2): 117 – 137. It is suggested that through this proposed comprehensive framework, fitness education be incorporated into the existing physical education curriculum and embedded in the content taught in all instructional units. In his book ‘Black Box Thinking’, Mathew Sy… Students are organized into sport organizations (teams) and play multiple roles as team managers, coaches, captains, players, referees, statisticians, public relations staff, and others to mimic a professional sports organization. Kretchmar (2000, 19) observed that few teachers are skilled at enabling children to find meaning in physical education, ‘and almost nobody in professional preparation programs is being trained to do it well’. New York: McGraw-Hill. Physical Education and Sport Pedagogy 13(2):171-190. PSTs experienced ‘just-right’ physical activity-based challenges in class. Conclusions: Pedagogical principles of LAMPE have been constructed from empirical evidence of both teacher educator and PST experiences that supported learning how to promote meaningful physical education. Advocate for binding requirements for PreK-12 standards-based physical education that address state standards, curriculum time, class size, and employment of certified, highly qualified physical education teachers in accordance with national standards and guidelines, such as those published by the National Association for Sport and Physical Education (NASPE). 2012. Schools that receive Title I funding through the Elementary and Secondary Education Act of 1965 must make adequate yearly progress in test scores (e.g., each year 5th graders must do better on standardized tests than the previous year’s 5th graders). Selected games also appear to hold greater promise for increasing energy expenditure, while others invite youth to be physically active through motivational engagement. Although it would seem reasonable that some substitution programs such as JROTC or cheerleading might accrue physical activity comparable to that from physical education, these programs do not necessarily offer students opportunities to learn the knowledge and skills needed for lifelong participation in health-enhancing physical activities. Research Quarterly for Exercise and Sport 79(4):506-516. Its role in human health was quickly recognized. Comprehensive data derived from student performance, teacher surveys, and onsite observations demonstrated that highly effective physical education programs were housed in cohesive, long-standing departments that experienced more facilitators (e.g., positive policy, supportive administration) than inhibitors (e.g., marginalized status as a subject matter within the school). 2010. ​teacher feedback. If noncore classes are to be preserved, their class sizes must increase, with fewer teachers serving more students. Winston-Salem, NC: Hunter Textbooks. Additionally, Sit and colleagues (2010), studying the effects of active gaming among 10-year-old children in Hong Kong, found the children to be significantly more physically active while playing interactive games compared with screen-based games. Opportunities are provided to improve emerging social and cooperative skills and gain a multicultural perspective. Registered in England & Wales No. intense, content-focused experiences, as well as opportunities for peer collaboration and structured induction experiences for new teachers. Exploring social and environmental factors affecting adolescents’ participation in physical activity. Preventive Medicine 56(2):152-161. Her research is focused on the experiences of children in sport and physical education settings and the preparation of teachers and coaches who can make such experiences meaningful. The likelihood of new approaches such as LAMPE being taken up by students may be increased when it is practiced in more courses, such that it reflects a coherent vision and set of practices across a teacher education programme (Darling-Hammond 2006). in December and April, respectively). American Educational Research Journal 38(4):915-945. Specifically, we engaged in a systematic, cyclical process of developing, implementing, and reflecting on the effectiveness of LAMPE pedagogical strategies enacted by Déirdre and Tim. Physical educators use fitness test results to assign a grade. As noted earlier, lack of equipment and limited access to facilities are cited as top barriers in the study by Jenkinson and Benson (2010) (see Tables 5-5 and 5-6).

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