Commonly known is that physical education programs have received the "short end of the stick," Around the nation there has either been a reduction in time allowed for PE classes and recess time, or worse, PE programs have been completely cut out of a student’s day.

These cuts have led me to believe that school officials do not see the value of PE classes compared to other academic classes. I find it amazing that PE not playing an integral role in a student's life can be justified. The role of physical education goes beyond the borders of learning the importance of physical fitness; lessons learned also contribute to social and personal development. Physical education also promotes self-awareness and taking responsibility in personal development.

The definition of "quality physical education" varies with different perceptions, however the National Association for Sports & Physical Education provides guidelines for a quality physical education program:

Opportunity to Learn
	Instructional periods totaling 150 minutes per week (elementary) and 225 minutes per week (middle and secondary school)
	Qualified physical education specialist providing a developmentally appropriate program
	Adequate equipment and facilities

Meaningful Content
	Instruction in a variety of motor skills that are designed to enhance the physical, mental, and social/emotional development of every child
	Fitness education and assessment to help children understand, improve, and/or maintain their physical well-being
	Development of cognitive concepts about motor skill and fitness
	Opportunities to improve their emerging social and cooperative skills, and gain a multi-cultural perspective
	Promotion of regular amounts of appropriate physical activity now and throughout life

Appropriate Instruction
	Full inclusion of all students
	Maximum practice opportunities for class activities
	Well-designed lessons that facilitate student learning
	Out of school assignments that support learning and practice
	No physical activity for punishment
	Uses regular assessment to monitor and reinforce student learning

From the NASPE website: A part of the "meaningful content" section of the guidelines is social development, and because the theme for March is sportsmanship we will focus in on this aspect of physical education.

Dawn Sakaguchi
Elementary Section Editor

At one point during a game, the coach called one of his 7-year-old soccer players aside and asked, "Do you understand what cooperation is? What a team is?"

The little boy nodded in the affirmative.

"Do you understand that what matters is whether we win or lose together as a team?"

The little boy nodded yes.

"So," the coach continued, "I´m sure you know, when a foul is called, you shouldn´t argue, curse, attack the referee, or call him a big jerk. Do you understand all that?"

Again the little boy nodded.

He continued, "And when I take you out of a game so another boy gets a chance to play, it´s not good sportsmanship to call your coach ´a dumb bunny´ is it?"

Again the little boy nodded.

"Good," said the coach, "Now go over there and explain all that to your mother." - source

Sportsmanship Issues: FAQs

Positive Parenting: Your Kids Are Watching

This highly adaptable obstacle relay game enhances team spirit and sportsmanship.

When I think of social responsibility, I think of the definition as "doing the right thing" that the majority of people consider the "right thing." Doing the "right thing" leaves the door wide open to individual interpretation and perceptions of situations, and sometimes the lines of right and wrong become blurred. Judgment will ultimately be based on a person’s values, and leaves us with a question of, 'How do we teach values?'

 

Research, however, is inconclusive and does not firmly indicate cause so carefulness must be shown in making assumptions. Research does seem to indicate, though, that physical education may be related to the development of a child both personally and socially.

Hellison (2003) has created five themes to consider when encouraging students to "take personal and social responsibility (TPSR)." He believes these themes are the "essence" of teaching these practices.

Lessons for students are loosely structured around these themes, however, not all students will systematically progress through each level and students will grow at an individual pace.

Social responsibility may be observed within the confines of a classroom, but the levels stated above are considered most affective when a student internalizes them and applies them to other aspects of their life. Hellison stresses this importance in Level 5 "outside the gym," which refers to practicing those skills learned inside the classroom, outside the classroom in daily life.

He suggests that instructors talk about real life situations with their students to stimulate awareness, and students can contribute their own examples. These exercises help apply a firmer foundation for social responsibility to a broader setting (Hellison, 2003).

Much more explanation of the themes is offered, plus lesson plans, and how to apply all this in your classroom.

Resources by Hellison: Book & Video
Teaching Responsibility Through Physical Activity
Don Hellison: PE Today and Tomorrow

REFERENCES
Hellison, D. (2003). Teaching responsibility through physical activity. 2nd ed. Champaign, IL: Human Kinetics.

Laker, A. (2000). Beyond the boundaries of physical education educating young people for citizenship and social responsibility. New York, NY: RoutledgeFalmer.