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Secondary physical education is not meeting the needs of its students. Physical inactivity among young adults is on the rise and enrollment in secondary physical education is declining. We may be able to better meet the needs of our
students if we offer more diversity.
Studies by the National CDC, sporting goods companies and some states, list activities such as walking, cycling, swimming, camping, and hunting and fishing well ahead of the traditional competitive team sports offered in most physical
education programs. Deciding what course offerings should be made available
is a matter of matching what fit adults do to stay fit, with the fitness
and recreational resources available.
Check out your State Department of Natural Resources, such as the one for West
Virginia Division of Natural Resources, to get some lesson ideas and
publications.
Lesson plans for a unit, based on hiking the Appalachian Trail, may be found at PE Central under the subject "Hiking and Orienteering", or check out lesson # 10, "Cyber
Hike", to get some pictures and more ideas.
Bane McCracken
Section Editor
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The Case for Physical Education; What Research Has to Say
by Laurie Priest
"Today, education programs at all levels face intense criticism, and physical education programs are no exception. In fact, as school budgets shrink and administrators cut "frills," physical education may be one of the first programs to go.
If we are to secure a place for physical education in the school curriculum, we must answer two questions: (1) What are the physical,
psychological, and intellectual effects of physical education upon the total development of the child? and (2) Given these effects, can physical education be considered a frill?"
This is a very interesting article answering many questions in regard to: mental/intellectual benefits of PE, how PE effects the development of wholesome recreation habits, psychological/social benefits of PE, and much more.
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Hot Ideas from PE Central |
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President's Physical Fitness Challenge Homepage
"This well organized and informative site features information about the Presidential Physical Fitness Test. Visitors can learn how to administer each test, see the actual qualifying standards for awards for both boys and girls, and you can order a free brochure to get more information."
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More Book Reviewers Wanted
Future editions of PELINKS4U will include reviews of literature of interest to
physical and health educators. Email
us if you are interested in becoming a reviewer.
NASPE
Learn more about upcoming conferences and workshops, and especially the progress
of the PEP act in Congress...
Learn what's new, and what's news.
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A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.
~ Winston Churchill, Sir (1874-1965) ~
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| Teaching Fitness-Related Concepts |
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We have all heard the Nike phrase “just do it”, but as physical educators, part of our mission should be to teach fitness-related concepts.
Around the U.S., many high schools are beginning to offer a concepts-based fitness (CBF) course. This course is usually entitled “fitness for life” or “lifetime wellness”.
One of the differences between a CBF course and a regular PE course is
that students typically spend 1-2 days per week in a lecture/laboratory
experience. Here the students learn a fitness-related concept.
The students also spend 3-4 days per week involved in a fitness-related
physical activity.
This type of format allows time to explain what fitness is, why it is important, and to require that students show evidence that they understand these concepts rather than “just doing it.”
Research by Strand et al.(1988) has identified the major components of a CBF course. The most effective approach in teaching fitness education concepts is when students:
- Use a textbook.
- Take part in a lecture and laboratory experiences.
- Complete homework and written tests.
- Participate in a variety of fitness activities.
- Design a personalized training program to use in the course, and
when they finish the course.
The major problem with incorporating fitness concepts into a regular physical education course is that many physical educators were not trained to teach this way. Check out the following article if you are interested in learning more about or using a concepts-based fitness course.
Strand, B., Scantling, E., and Johnson, M. (1998). Preparing pre-service physical educators to teach a concepts-based fitness course.
JOPERD, 69 (3), 57-61.
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Please let your colleagues know about PELINKS4U, and remember you can catch up on a year's worth of news in our PE Archives.
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The only teachers that have never been "burned out" are the ones that have
never been on fire. The struggle to teach our children while working with
parents, administrators, and the students themselves can sometimes rob
the best teacher of their enthusiasm. Good teachers have developed a variety
of tools to help maintain their zest; it's just part of the job.
One of the best ways to help rebuild waning enthusiasm is to attend
a national conference, and one of the best is the AAHPERD National Convention,
held this year in Cincinnati Ohio, March 28 thru 31, 2001.
Here can be found the cream of the crop. The best, most enthusiastic members of
our field. Go to the sessions, mix with the best and catch the enthusiasm!
It's not too late. Registration is still open on line at the AAHPERD
National Convention
web site. This site has everything you need; registration, housing, and a schedule of events. See you in
Cincinnati.
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If you have ideas, comments, letters to share, or questions about particular topics, please email one of the following Secondary PE Section Editors:
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Help to support quality physical education and health education by contributing to this site.
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