My son's elementary school recently held its Spring Fair (coordinated by the PTA as a fundraiser) and later this month will host the annual Field Day (coordinated by the physical education teacher).  I've volunteered to help (as I have for the past several years), but his year is a bit different because the teacher asked me if I've ever helped with a middle school or high school Field Day. 

"Candidly," I told her, "I don't know of any middle or high school programs that even have a Field Day."

"Too bad," she responded, "it would be a great way for those teachers to show off their programs."

Funny thing is ...I think she's right.  I wonder if the "child like" aspects of Field Days that we dismiss as making them too elementary are exactly what middle and high school teachers could use to their advantage.  Perhaps, have several teachers throughout the whole school engage in an Olympics Theme using the Field Day as a chance to show off knowledge of history, math, science, and physical education.  Or maybe a Circus Theme having physical education students planning and performing choreographed routines, juggling, and educational gymnastics.

Too often it seems that middle and high school physical education is a "celebration" in name only with fitness testing as a year-end culminating event.  And all of know how much fitness testing is enjoyed by a vast majority of students.

Perhaps it is not too late this year to end with a REAL celebration of physical and health education.

Jon Poole
Secondary Section Editor

In their textbook, Developing Teaching Skills in Physical Education (fourth edition - available through Mayfield Publishing), authors Daryl Siedentop and Deborah Tannehill discuss 10 elements of successful school programs that extend physical education and health into communities:

• The lines between physical education and health education are blurred.
• The regular class program is extended through after-school and summer initiatives.
• Comprehensive school programs have support of administrators, classroom teachers, and school staff.
• Activities and programs to involve parents with their children are provided.
• The psychological and physical climates of the school support the effort.
• Efforts are made to extend services to the community and to gain its support.
• Programs for faculty and staff are commonplace.
• Assessments and counseling are available to students, staff, faculty, parents, and community members.
• Special events are frequent and are meant to be educational and enjoyable.
• Communication of program goals and events is frequent and widespread (p. 316).

Siedentop and Tannehill further discuss the need for teachers to be knowledgeable about both the Centers for Disease Control Guidelines for School and Community Programs to Promote Lifelong Physical Activity Among Young People and the Surgeon General's Report on Physical Activity and Health.

As a final year-end assignment, I asked students in one of my university classes to design and produce a promotional brochure detailing what each student thought an exciting approach to physical activity might entail. One such student, Coby Massie, came up with "Extreme PE" where he states on the inside of his brochure -"Why extreme? Because the old way isn't cutting it." He's not sure exactly how he might do it, but he wants youngsters participating less in competitive team sports and more in activities such as in-line skating, mountain biking, hiking, and challenge courses (both ropes courses and youth-designed obstacle courses). He wants PE that is "extremely useful and extremely fun!" (Because if the kids don't like it…they won't want to do it on their own.)

Another student, Craig Lewis, wrote about three expectations in a program he designed mirroring our motto at Radford University, "Building Healthy Lifestyles One Person at a Time"- first, students will leave class in better physical condition than when they began; second, students will value the benefits that physical activity provides; and finally, students will learn activities that can be performed throughout the span of lifetime.

Student Matt Hodges wrote that traditional full-sided sports such as 11v11 soccer and football limited participation to the highly skilled and really did not provide an opportunity for all youngsters to be successful at leading a physically active lifestyle (it’s hard to be physically active when you never get to touch the ball!). So change the field, change the rules, change the equipment, and change the size of the teams - figure out how to get as many youngsters as possible…as active as possible…for as long as possible.

I could keep going…there were 36 students in this class! I must admit I feel proud of my students and can’t wait until they get a chance to show a school district how they want to help our next generation of youngsters lead a physically activity and healthy lifestyle.

Jon Poole