What are we Learning
in PE today?
written by Lynn
Hefele, Huntington Union Free School District, Huntington,
New York
"What
are we playing in gym today?" is in all likelihood the first
question asked every day by every class in every gymnasium
across the country and possibly the entire world. It may be
an overly simplistic answer to the lack of respect for our
content area, but conditioning students to ask, "What are
we learning in PE today?" instead of "What are we playing
in gym today?" would mark a small step toward educating the
next generation about the merits of physical education.
However, it then becomes incumbent upon us to be able to
provide an answer to this new and improved question, each
and every time a student enters our classroom. Our classroom,
the gymnasium, while different in size and equipment, needs
to look, feel, and operate like a learning environment. Allowing
the educational hierarchy to view us as different, and more
often than not as less important, guarantees that we will
continue to remain educationally second-class despite the
rising need for PE.
So what would it look like if we operated like a typical
academic classroom, yet still stayed true to the physicality
of our domain?
I'm reminded of my final interview with the Assistant Superintendent
prior to receiving my teaching position. His question was,
"Your master's degree is in Biomechanics, why are you applying
for a physical education teaching position?" My response was
immediate: I said, "Because physical education should be taught
as a science." The next question was "Your degree is in secondary
education, why are you applying for an elementary position?"
To which I answered, "Because the change needs to start at
the beginning." After the interview, I thought about those
answers that came without thought and realized that I truly
believed in them. Today, not only do I believe that physical
education should be taught as a science, I also believe it
should be taught through the English Language Arts (ELA),
and Mathematical disciplines as well. And I believe we need
to start in the earliest years.
The answer to teaching physical education as an academic
discipline is to teach it the way we were taught physical
education. Not the way that we were taught in elementary school
or even in high school, but the way we were taught in our
PETE programs. While the majority of physical education teachers
probably entered the profession as an alternative to following
their unattainable childhood goal of becoming a professional
athlete, most exited their college years understanding the
physics of movement, the physiology of exercise, and the philosophy,
psychology, and sociology of sport. The mathematical word
problems that we answered revolved around activity. The chemistry,
biology, anatomy, and physiology tests we took dealt with
human movement and exercise. Yet, once we go back into the
public schools we claim not to understand how we can meet
the Common Core Standards or even why we should be required
to try.
As physical educators, we mustn't confuse the old concepts
of interdisciplinary education with teaching to the Common
Core Standards. We are not being asked to teach English! We
are being asked to teach Physical Education with English.
We need to teach using academic concepts not because the Department
of Education wants us to, but because it is how Physical Education
should be taught in order for the next generation to become
truly physically literate. We need children to learn how and
why it is important to move by giving them literature that
teaches and supports healthy lifestyles. We need to teach
anatomy and physiology so that our students can identify specifically
the relationship of the body to the exercises we do and the
games we play. We need to highlight the scientific data behind
the benefits of exercise to every aspect of life. Then, ironically,
by teaching physical education we will be helping our students
to reach the Common Core Standards.
We need to start developing a cognitive curriculum that mirrors
the scope and sequence of our physical curriculum. We have
two national PE standards that specifically require cognition.
Standard 2 - The physically literate individual applies knowledge
of concepts, principles, strategies and tactics related to
movement and performance.
Standard 3 - The physically literate individual demonstrates
the knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
In order to truly attain these standards, instruction and
assessment through academic means is both warranted and beneficial.
Additionally, the development and implementation of academic
instruction and assessment needs to begin early so that students
grow up seeing physical education as a learning experience
and not as play time.
Please, don't misunderstand me, I believe in maximum movement
and 100% enjoyment. Academic instruction has to be given creatively
and concisely but effectively.
Some strategies we can use for implementing academic instruction
include:
- Alternating intense physical activity with short periods
of cognitive instruction
- Using exit tickets for assessment
- Using concept, principle, strategy
and tactical flash cards with students while they are waiting
in line
- Assigning outside of class assignments
- Giving incentives for optional
reading and writing assignment
I'm convinced that as an educational discipline, we will not survive in this new age of public education if we cannot demonstrate that learning is happening in our classrooms physically, cognitively and emotionally. I also believe that as a culture, we will not thrive if our children continue to become more and more sedentary. Knowledge, physical activity, and enjoyment in equal parts are the answer to creating a physically literate active adult.
Biography: Lynn Hefele is a physical education teacher in
the Huntington Union Free School District in Huntington, New
York. She is the Vice President of the NYS AHPERD Suffolk
Zone. A graduate of Springfield College in Springfield, Massachusetts,
Lynn holds a BS in Physical Education and a MS in Movement
Science with a concentration in Biomechanics. She lives in
Greenlawn, New York with her husband, Steve and sons, Harrison
and TJ.
Lynn is the founder and president of Literature Enhanced
Physical Education (LEPE, Inc.). She published "Clean
Up Your Backyard" in 2009, "Ziny’s Driving
School" in 2011, "Cereal Soccer" and "Bugs
and Bubbles" in 2012, and "Widget's Batting Lesson"
and "P.E. Under the Sea" in 2013. The children's
editions for "Bugs and Bubbles," "Cereal Soccer,"
and "Widget's Batting Lesson," and "P.E. Under
the Sea" were published in 2013.
Lynn manages the Elementary PE + discussion group on Linkedin.
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