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Ah, 2002! It just does not seem to have the same pizzazz
as Y2K or the Odyssey of 2001, yet it has been a year to remember.
September 11th, now called Patriot Day, reiterated that our responsibilities
as teachers go far beyond skill refinement. We play a vital
role in shaping the lives of the young people we teach. I
have been spending time visiting secondary physical education programs,
in South Carolina, to collect data for my dissertation. I
have been refreshed by the sincere caring expressed by many teachers
toward their students. Only us, as secondary educators, understand
how much energy and effort it takes to stay one step ahead of teenagers.
(Particularly in a physical activity setting.) The enthusiasm
of youth needs guidance, expectation, and focus. Through our
teaching and coaching we continue to provide those things.
It is clear that now, perhaps more than ever, we need to remember
to address the affective domain. So often it is assumed that we
are teaching social responsibility, sportsmanship, or tolerance
to diversity. Or we see these issues as needing to be addressed
in the elementary or middle school, not in the high school.
In our last issue Isobel touched on students "progressing as citizens,"
this issue will attempt to provide some suggestions on how to focus
on the affective domain. The world events have caused us to pause
and refocus our personal priorities. Perhaps we should pause
and consider howand what we teach. I hope you return from your holiday
break refreshed and ready to continue to meet the needs of your
students throughout the domains.
Darla Castelli
Secondary Section
Editor
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| The "New" National Standards |
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It seems like we just got used to the National Association for
Sport and Physical Education (NASPE) national physical education
standards, and yet it is time for their revision. The initial
committee that authored the national standards vowed to revisit
the document every five years. That time has come and passed,
as the committee is presently meeting. Potential revisions
may include a consolidation in the number of standards, the addition
of performance indicators, and sample assessment tools. The
committee is currently entertaining the idea that teachers, like
you , may need to pilot the work completed. Watch for announcements
from NASPE regarding the release of the revised standards and potential
recruitmentfor participation in pilot testing; as early as this
summer.
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"Of the one million California students tested, just 23% were
deemed physically fit. Officials say schools lack an emphasis on
PE instruction." With childhood obesity on the raise and nearly
80% of school aged students out of shape, there would seem to be
more support for physical education than ever before. Yet, some
physical education classes continue to contain 60 plus students.
Additionally, culture played a role in physical fitness, with Latino
and African American students the most atrisk.
Read the story for yourself in the LA times. www.latimes.com
December 11, 2001
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| If you have ideas, comments, letters to share, or
questions about particular topics, please email one of the following
Secondary Section Editors: |
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Feelings and emotions are often difficult to express, particularly
with young people. They have changing bodies, friends, and
beliefs. There is sometimes a conflict between respecting
their parent's wishes and being a good friend. Journals are
a safe and comfortable way for some people to express themselves.
This reflection is a means for addressing the affective domain.
The use of journals in physical education is not a novel idea, but
when considering what students are asked to write, it just might
be. At the end of a lesson, or when gym time gets cut short,
ask the students to write a definition for the word respect.
Follow that question with, "what does respect have to do with sports?"
Read your students responses. I would guess, from my own student's
responses, that you get a wide range of answers; some very ethical
and some students who just miss the point, entirely. Make this part
of the physical education routine. If you have to, keep the
folders and provide the pencils, but some how make it an expectation
that the students will have to write. Here is the next step.
Create a scenario. For example, there is only ten seconds
left in a close game. The ball goes off of you out-of-bounds.
The referee does not see the play so he asks you if the ball hit
you before it went out-of-bounds. What do you tell the referee?
Have the students respond individually first, because their answers
will be heavily influenced by their friends. Before you move
to the small group discussion, have the students create the ground
rules. I use the activity called concentric circles to brainstorm
ideas. It is a circle within a circle. The inside circle
faces out, the outside circle faces in. I announce a question,
then the inside circle member answers it (to their partner) on the
outside circle. I give them 30 seconds. HINT:
If some students do not want to talk I institute the clap rule.
If there is silence then the partner claps. If the struggles
continue, simply use less time. Sample questions/or issues:
- List examples of respectful behaviors.
- Describe where you are most comfortable.
- Give your partner a compliment.
- Define respect.
- What does it means to be safe?
- Are you safe here at school? Why or why not?
Take the responses generated in this activity and write them on
a poster board. If I have an odd number of students I select
someone to write or I may have a large group discussion. After
the list of guidelines is generated I will ask for any other input.
Once the list is created, it stays the same for the semester.
Each individual gets three votes and they decide what are the most
important characteristics for discussion. Some students
may think confidentiality is most important. They feel if
they are going to share something they do not want the entire school
to know about it. Other individuals will identify comfort
as the most important factor. Whatever the factors identified
by the students, I usually honor it. I will add my two cents
only if they have really missed something. Once the ground rules
are set the students are ready to work in small groups. Have
small groups (of diverse students) discuss their answers.
Small groups can report out to the large group or you could choose
notto go this route. The purpose of these activities is to
bring the NASPE national standards (#5, #6, & #7) to the forefront.
These types of activities directly address, issues, such as social
responsibility. I have used these techniques as part of an
outdoor pursuits unit, at the beginning of the school year, or just
to change the pace between units.
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Questions to Ask, or
Thoughts to Share?
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The sport education model is a way to teach for authentic outcomes.
These outcomes include those that fall into the affective domain.
For example, sport education could be used as way to "reduce barriers
to sport involvement" (Siedentop, 1994). The sport education model
is different than the multi-activity approach practiced in many
secondary physical education programs. Instead of planning
units or lessons, teams of students participate in seasons and practices.
Team members take on diverse roles, such as, coach, trainer, statistician,
media specialist, etc. Seasons begin with teacher led skill
instruction, but soon students take on the responsibility of coaching.
With students rotating through different responsibilities the teams
begin to work their way through their competitive schedule ofgames.
How is this approach different than the multi-activitity focus?
1) Students may only participate in one or two sport seasons per
semester. 2) There is a more festive atmosphere among
the students. 3) Team cheers, posters, and participation
points are present. 4) Bulletin boards may be created
by the students, displaying theirteam name, the members, the history
of the sport, practice plans, or localaccess to the activity.
5) The season concludes with a culminating event. The sport education
model emphasizes competency, literacy, and enthusiasm (Siendetop,
1994). The competency is attainment and refinement of skills.
Literacy focuses on the understanding of rules. The festive
atmosphere promotes enthusiasm among the students. Students
will set up their own playing area, plan practices, and encourage
others. The affective domain is embedded in this teaching model.
Affiliation with a team and its members is part of the outcomes.
Choices in team role and responsibilities help to breakdown barriers
associated with both culture and sport. When discussing your department
philosophy you may want to decide if the sport education model has
a place in your curriculum.
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| What is your Department Philosophy? |
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When faced with the question, "what is the philosophy of this
physical education department?" many teachers do not know how
to respond. Not only that, among department members, there
are different answers. Many teachers state what they value
and believe a student should come away with, after completing
their physical education credit. The varying responses range
from a lifetime of physical activity, a skilled mover, to have
fun, or exposure to new activities. Each of these responses
could produce an effective program, yet alignment of individual
teacher beliefs into a single department philosophy may be the
better way to approach goals and enhance student learning. Secondary
physical education departments are unique from other disciplines.
We share a classroom and materials, we have a daily opportunity
to team teach (if desired), and we usually have our offices in
the same space. The physical education department is in
isolation, comparatively to other high school disciplines, but
we are not isolated from each other. These informal overlaps
of shared time and space could allow us to have an opportunity
to discuss the department philosophy. Additionally, instead
of assuming that we are meeting the goals of the affective domain,
we could explain to each other how we actually attempt to meet
those needsof the students. Discussion is the easy part, achieving
consensus among all staff members about what the physical education
experience should be for the students, is another. Take
for example a high school physical education staff of four teachers.
Two teachers may really enjoy the health related fitness aspect
of physical education. Yet, the two other staff members
are more focused on skill development or student enjoyment of
learning. To get everyone to buy into just a single philosophy
may be difficult and unnecessary. Through your discussions
find a way to organize the students experience so they can enjoy
both perspectives. Remember we are more flexible than other
classrooms because we are not confined by four walls. We
have mobility and access to each other. In order to act on these
potential department changes you will needtime. Ask your
principal if during the next inservice the physical education
department could work together to develop a philosophy and revise
the curriculum. Even if no true outcomes result from the
meeting, at least the department has been provided time to work
together and address such issues as a common philosophy. A word
of caution. Some physical education teachers misuse inservicetime
to have athletic practices, to plan for athletic events or just
to catch up on the sports scores. This time is precious,
plan ahead, make an informal agenda, make sure the times are convenient
for all to attend, and use the time wisely. Secondary physical
education is often ineffective. The department with a common
philosophy, open dialogue, and a planned curriculum are more likely
to be successful. Ask for the next inservice to be time spent
within your department.
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