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Fit into District's Master
Plan
Let me begin by saying that we are
not an entity to ourselves. We cannot
see ourselves as professionals that
get our daily classes, teach them to
the best of our ability, and then let
them go, only to get the next class
on our schedule that day. I truly believe
that if we choose this path, we are
doomed to spin our wheels saying that
no one understands what we do and how
important we are.
With the understanding that we indeed
are an integral part of any building's
or district's overall success, it's
important that we take the steps necessary
to show your connections to what your
building, or district wants to accomplish. The
first step would be to find your district's
"mission statement." My guess
is that you could easily find this on
the district's web site, the district
office, or your own building's main
office. This, simply stated, will tell
you where your district wants to go
and how it plans on getting there. Now
all you have to do in plug in what you
do to match up to and reinforce the
district's goals. Many districts have
statements like this that relate to
"the learner in the 21st century."
They lay out all that they want their
students to be able to do to meet the
demands of the 21st century. My thinking
is that the more that you can match
your physical education program's goals
and objectives to those of your district,
the better chance you have in successfully
promoting what you have to offer. You
will become more of an accepted contributor
to the success of your students.
One example on a district's mission
statement could read something like:
"All students will meet or exceed
the state performance standards in all
content areas." Now, all you need
to do is add what the physical education
performance standards are for your particular
state. For me, in New York State, for
the commencement level, one goal is
to have students achieve competency
in six sport/physical activities, and
achieve proficiency in three sport/physical
activities all in different categories.
You would just need to find what this
is for your particular state. But why
stop there? You can always take it a
step farther by adding national (NASPE)
goals. You would now be saying that
you are holding your program to a higher
standard. You not only work to meet
your district's goals for your students,
but you are also working to meet state
and national expectations for your students
as well!
Another such "district goal"
may read something like, "All students
will gain the skills necessary to adapt
and thrive as a contributing member
of a global community." Here is
where you can really make some headway!
All that you already do and teach about
fitness and its relationship to wellness,
health, and learning goes right here!
We have a tremendous amount to give
to our students, their families and
to the community in general. You should
envision your entire program embracing
current research that says that the
better one's fitness level is the better
one's test scores will be. You can also
apply the current neurological research
that says that once someone reaches
a moderate level of sustained physical
activity (within a target heart rate
range), neurogenesis actually takes
place. Brain cells actually multiply,
and the synapses between those cells
actually both increase in number and
efficiency. Sounds like a pretty good
deal for all educators, not just us!
While exercise is not a "magic
pill" that will automatically make
you smarter, it will ready one's brain
to assimilate information easier. Show
people that your classes are designed
to reach this aerobic threshold. Again,
you are not just holding your program
to the district's standards and expectations;
you are basing what you do on current
research findings. A pretty good selling
point, I would think!
Envision this as an opportunity to
show how you ready one's brain for the
rest of the school day. Show how you
make the connection between a morning
physical education class; and the chance
to function at a higher level in academic
classes later that morning. Physical
education can now be viewed as "Miracle-Gro
for the brain!"
I found this information and the quote
about "Miracle-Gro" from the
book, Spark,
The Revolutionary New Science of Exercise
and the Brain, by John J. Ratey,
M.D. Without giving the books contents
to you, it dramatically covers exercise's
effects on learning, stress, anxiety,
depression, attention deficit and other
areas. It begins by describing the physical
education program in Naperville Illinois
that many of you may already be familiar
with, and how they were able to expand
the acceptance and importance of their
program by making the connection between
exercise and learning. It is a must
read for any physical educator!
We, as physical educators are not a
separate entity. Rather we are another
vital part of our students' education.
We provide them the opportunity to increase
their own levels of fitness and skill,
as well as the ways to increase their
appreciation for and love of physical
activity. I see us as physical education
faculties, stressing to our students
the fact that fitness is individual.
The fastest runner is not always working
at an optimum level to improve fitness.
"No pain, no gain" is no longer
the goal. Many of us do this already.
This is no time to stop! Continue this
emphasis on the individual and their
improvement. Those kids that buy into
this (and don't worry, if you keep at
this approach, they will love it!) will
be the ones that will be a direct extension
of your public relations efforts. They
will be able to speak positively to
what you do in classes each day. This
kind of positive message from a student
will go a long way in presenting your
program as a vital, positive in your
school.
Through using heart rate monitors,
we can show our students that a target
range of heart rate (beats/minute),
not speed of movement is the key to
developing fitness. As we said before,
by reaching this level of exertion,
you also provide the opportunity to
improve academically. Where else can
people possibly get such a package?
And from a district's standpoint, you
can do this with the help of technology.
They are always looking for ways to
integrate technology into instruction;
especially if one of their missions
is to prepare learners for the 21st
century.
Where to Begin?
If I have been lucky enough to have
had you read some of my material before,
you have heard me say this: my goal
is to be the topic of conversation at
the dinner table somewhere in my district
EVERY NIGHT! I want someone so excited
about my class that they can't wait
to share with others about what they
did. You see we don't have to settle
for just "being a break."
For those of you out there who have
been blessed with children of your own,
do you remember what you wished for
your unborn child? It probably wasn't
an Ivy League education, or a well-paying
career. My guess is that it was simply
to have them be healthy. Anything else
was a distant second. I know this, because
it was exactly what I wished for my
own children.
Open Houses
The question now becomes: "how
do I get this message out?" We
have all done open houses for years.
Open houses are a great way to expose
parents to what you are doing. The problem
is that they happen only once a year.
The other problem with open houses is
that they usually involve the entire
building. This often is too many people
to meet, resulting in too little time
to interact with each. It's either -
student: "Hi, Mr. Winiecki, these
are my parents." You: "Hi,
it is very nice to meet you." Parent:
"We have heard so much about you.
Our daughter just loves gym." Or,
it is a situation where you never even
get to talk to most of the people that
attend. Sound familiar?
Special Nights
So, find a way to increase your odds
beyond the traditional Open House. First,
take stock of what you do. What activity
is a huge hit with your kids? What can't
your kids get enough of? No matter what
the grade level, I'm sure that there
are activities that fit the bill. Now,
make a night of it. Set up a night where
you only bring in one grade level. But
don't just send home a flier advertising
it. Phrase it in a way to make it more
exciting. Say something like: "You
are invited to our special night. But,
you will need a ticket to get into the
gym. That ticket is your parents! And
when you do come, you can't exercise
unless your parents exercise with you."
This sets the tone, showing it won't
be a night where the kids run free and
the parents stand on the side and talk
to each other.
The theme of these nights is really
secondary. What is really important
is that you create a chance to tell
parents what you are all about. They
may come in with the mindset that they
want to "play" with their
kids. Or they may want to stand on the
side and just watch, because it is only
"gym.' Here's your chance to change
some minds. Make the point of telling
all involved about the fitness the kids
are gaining and how it will help them
(both physically and academically!).
Or better yet, create situations where
the kids do the talking for you. It
will mean more coming from them.
Why Stop There?
Your district's support for your program
is important. Your students' parents
support is equally important. You may
ask, "Why bother with anyone else?"
Here's why.
If the community in general does not
fully understand what you are up to,
you will be limited in what your program
can do to grow. True, the parents of
your students are a small part of this
general community. They are your spokes-persons
when conversations happen "over
the backyard fence." Word of mouth
is a powerful thing, but why stop there?
My guess is your building and district
has its own newsletters. Make it a priority
of you to have something in that newsletter
every issue! Don't forget the pictures,
too. Everyone wants to see their kids
in the paper, so take advantage of this
opportunity. Don't stop there either.
If your town has a local newspaper,
submit something at least once a month.
Again, making the point of how your
program is important on its own, as
well as how it is important to the academic
success of your students will make your
articles more acceptable to the paper.
Community Promotions
Part of our struggle is teaching our
kids what they can do outside of school
to carry-over our lessons. Telling them
what they can do is not the hard part.
The hard part is following up to make
sure they really did it. Here may be
a way to accomplish both, at least on
a limited basis, while promoting your
program at the same time.
Most areas around the country have
organizations that sponsor road races.
Some of these events also include "fun
runs." If you are fortunate enough
to find these events, get involved!
Put fliers in the school's newsletter
and send fliers home with the kids.
Talk about the event almost every day.
Once at the event, take tons of pictures
and put them in your newsletter, web
site, and the local paper. An event
like this can soon become a bit of a
tradition in your program. Make sure
that you participate as well. You certainly
don’t have to be a big time runner,
and your kids will know that. What they
will see is another adult taking the
time to do something that is important
to them. Basically you are saying to
“do as I say AND as I do!”
Your role modeling has just extended
outside the walls of your gym. If there
isn't such an event where you are, find
out what you can do to get one started.
Maybe your local running club or high
school cross country team would want
to help. It may not even be running,
if that’s not for you. There is
a national "Walk to School Day"
in the spring. Give it a try and remember,
don't be easily discouraged.
Use the Local Media
As the saying goes, "everyone loves
a good story." What you have going
in your classroom (gym, pool, weight
room, field, trail…) is certainly
worthy of telling. Use as many media
outlets as you can think of. This is
your chance to tell your story, the
way you want to tell it. Look to move
beyond the caption of the picture that
just states the kids' names and what
they are doing. Take this chance to
really tell people what you are teaching,
and more importantly what the students
are learning! Make sure to explain what
learning standards these featured students
are working toward, as well as what
performance benchmarks they are attaining.
Fitness is one core of what we are all
about. Make sure to tie in any and all
fitness concepts and skills that your
students are featured doing. Bring in
the current research that shows how
improved fitness scores will yield improved
student concentration and academic test
scores. This can really hit home if
you make this point before a big grade
level test in your building. You are
now showing how your curriculum is helping
your students excel not only with you,
but with their other "academic"
subjects as well.
And don't stop at print. Don't overlook
television. I'll bet you can get a local
TV station to your school once a year!
We have been on TV 5-6 times, so I know
it can be done. A few of our local stations
run health-related segments each day.
I called them to find out if what we
were doing would apply to their broadcasts.
With all of the press childhood obesity
is getting, anything that you do to
combat this is welcome information for
them. You’ll love it when someone
comes up to you and says, "It certainly
wasn't like this when I was in school!"
Remember, without your tireless efforts
all year, your students' health is at
risk. How much more important could
you possibly be? I hope that you are
able to find some ideas here that will
help you promote your program in a way
that gets your contribution noticed
as vital to your school's success. Enjoy
your school year!
(pelinks4u
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