High School Physical Education-Part 2: Going On Offense with Innovative New Programs and Online Options

This article is the second part of a two part series. The first segment was published in the previous issue of PELinks4U.

In Part 1 of this series, I described ideas for "going on offense" rather than "playing defense" with high school physical education programs. I suggested that we build strong standards based programs that show accountability. I also suggested the implementation of a strong fitness education program that adheres to the SHAPE America fitness education framework to bring credibility to our programs. Finally, I suggested that offering innovative electives is another key ingredient for taking an offensive approach. In this second article in the series, I offer additional ideas for "going on offense" including ideas for innovative new programs and ideas for quality online options.

Create Innovative New Programs

Many schools have lost their physical education requirement or their requirement has been reduced. This does not mean that programs cannot be expanded in these schools. Some good options for adding innovative new physical education classes are listed below.

Fitness Education Class

If a school does not have a physical education requirement a fitness education class (described previously in Part 1 of series) can be offered as an elective. The class can include activity or can be classroom only. Some object to "classroom only" classes because they do not provide in-school activity. However, this type of class has proved to be very popular at the college level (in fact virtually all colleges offer them). For schools that do not have a requirement, such a class provides learning that can promote lifelong physical activity-our primary goal. Having a class that students choose to take, even if it does not provide daily activity, is better than having no class at all. Such a class can contribute to more activity after the school years.

Innovative Activity Electives.

The classes previously described (see Part 1) as good "required elective" options are also options for non-required electives-especially if the classes are ones that student are most interested in.

Introduction to Kinesiology

Kinesiology is now a well-established science. Consider offering an "Introduction to Kinesiology" class. Such as class can be used to fulfill a science requirement and provide a good option for students planning future health-related careers. A quality Fitness Education, that is science-based, may also qualify to meet a science requirement.

Sports Medicine Classes

One or more Sports Medicine classes that offer components such as first aid, CPR, treatment and prevention of sports injuries, sports anatomy, and biomechanics can be offered.

Provide Advanced Credit Options

In many subject matter areas, advanced placement options are available. College or community college requirements can be completed while attending high school. Offering classes that meet college standards can boost physical education classes in a school. Classes that may qualify include Fitness Education, Introduction to Kinesiology, and Sports Medicine classes.

Provide Quality Online Options

Several authors have made good points about online physical education (Buschner, 2014; Ransdell, et al., 2013). Concerns expressed are real. Nevertheless, online learning (done well) is here to stay. A major limiting factor for physical education is providing for regular physical activity in online courses. Productive ways to use online courses include: offering electives online (see previous section), using online modules to hold students accountable for the knowledge components of physical education and fitness education classes (see later section), and hybrid classes that require students to do an activity component in addition to the online component. Sound planning will be necessary to assure accountability (e.g., testing students in person) and to assure that students enrolled in online classes are really the ones doing the work.

Create Online Options for Students with Special Circumstances

As noted earlier, the most common reasons for granting waivers from physical education are health, religious beliefs, disability, and early graduation. Others include the need to take required courses for graduation, pregnancy, and the inability to come to campus. In the Columbus City Schools (CCS) students are offered an online option if they have special circumstances. They must petition to take the online class stating their special circumstances. Specially tailored online classes can overcome many, if not all, reasons for waivers. While some people are critical of online classes (and often with good reason), they do offer students a needed opportunity when well planned and are better than no physical education at all. This type of program has helped many students meet their physical education requirement allowing them to meet other important needs as well. Schools should consider options similar to those in the CCS.

Create Online Options for Students Seeking to Substitute Another Program for Physical Education or Seeking an Exemption

The most common substitutions for physical education are Junior ROTC, interscholastic sports, marching band, cheerleading, and community sports. I have attended school board meetings when petitions for substituting all of these programs have been proposed. Those wanting specific activities to substitute for required physical education note that their activity provides "as much or more physical activity as physical education and promote improved fitness." Some (e. g., athletics, cheerleading, and community sports programs) argue that they build motor skills-another important physical education objective. But these are just two of physical educations important objectives. None of these programs meet all physical education standards, especially standards 2 and 3.

Note: Perhaps the most important reason why other activities are substituted for physical education is the large turn out of parents at board meetings when substitutions are being considered. I have seen large groups of parents and students at meetings supporting band, athletics, and other program substitutions but never have I seen a large group of students, parents, or even physical educators opposing these substitutions (or offering alternatives).

We must admit that some of the activities proposed as substitutions for physical education can contribute to physical educations goals. What they don't do is teach students how to be active throughout life. In fact, at least one study showed that college athletes had poorer fitness education knowledge than non-athletes (Corbin, 1975). Band, JROTC, and community sports do not contribute substantially to this goal either. If students meet some of physical education's objectives we should consider giving them partial credit for physical education, but NOT a full substitution. Students should be held accountable for the fitness education knowledge component.

An online module that focuses on the SHAPE America fitness education framework and SHAPE America physical education standards 2 and 3 can help students to complement other activity programs and meet all of physical education's objectives. The student first enrolls in physical education but can get credit after completing the online module and keeping a physical activity log reporting activity in the substituted activity. While this may not be the preferred approach, it does hold students accountable for the physical education knowledge component and is better than a no physical education at all (e.g., exemption).

Summary

Physical education at the high school level has decreased over the years. This decrease is not unlike the decrease in college physical education requirements that began in the 1960s. Many colleges kept their requirements by offering Conceptual Physical Education (fitness education) programs and adding attractive electives. Programs in many colleges that lost required physical education, actually increased their enrollments after losing their requirements by offering creative new classes that appealed to student interests. High school programs can learn from the history of college programs (Corbin & Cardinal, 2008) and increase high school programs using a new offensive strategy.

The first line of offense is providing high quality programs including a quality fitness education class and interesting electives. It goes without saying that these programs must provide evidence of accountability if they are going to be supported by students, parents, administrators, and school board members. Other steps for "going on offense" include implementing new physical education electives such as Fitness Education, Introduction to Kinesiology, and Sports Medicine classes. Additional approaches include providing advanced placement classes, providing online electives, using online classes for students with special circumstances, and providing online options that require students seeking substitutions for physical education to demonstrate their fitness education knowledge.

We have taken the defense for too long. Rather than waiting for programs to be challenged, it's time to go on offense.

References

Buschner, C. (2014). Secondary online physical education: Walking a tightrope. PELinks4U. Available at: http://www.pelinks4u.org/articles/buschner2_2014.htm

Corbin, C. B. (1975). The physical education proficiency test: Who takes it? Who passes it? The Physical Educator. 32, 1, 210-212.

Corbin, C. B. & Cardinal, B. J. (2008). Conceptual physical education: The anatomy of an innovation. Quest. 60, 467-487.

Ransdell, L. B., Rice, K., Snelson, C., & Decola, J. (2013). Online health-related fitness courses: A wolf in sheep's clothing or a solution to some common problems? Journal of Physical Education, Recreation, and Dance. 79, 1, 45-52.

Acknowledgments: The author would like to thank Don Cain of the Columbus City (OH) Public Schools for graciously agreeing to review and provide comments on the two articles in this series.

Biography: Dr. Charles B. "Chuck" Corbin is Professor Emeritus in the School of Nutrition and Health Promotion at Arizona State University. He has published numerous articles and books in on physical education, fitness and wellness education and physical fitness. He was inducted into the SHAPE America Hall of Fame in 2004 and received the Hetherington Award from the National Academy of Kinesiology in 2013.

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