By Andrew P. Jenkins on Thursday, June 27, 2002 - 01:08 pm: Edit

In February I posted a short essay on role modeling on the Health, Fitness, and Nutrition page of the PElinks4U website (read it at http://www.pelinks4u.org/archives/health/020402.htm).

I would now like to launch a discussion among health and physical educators on their perceived efficacy of role modeling and on the applicability of research and philosophy in this area.

I invite our CWU Summer 2002 On-Line Masters students to begin the discussion.

Andrew P. Jenkins, PhD, CHES

By Micah McBride on Thursday, June 27, 2002 - 06:51 pm: Edit

When I hear the term "Role Model" the first thing that comes to my mind is the famous Charles Barkley quote "I am not a role model". I always thought this was a humorous statment, because we don't choose to be role models, it is something that just happends. No matter who you are or what your job, somebody is watching your actions and the choices that you make.

This responsiblity to be a role model is taken to a whole new level when applying it the proffession of a health teacher. As Pollock and Middleton stated "youngsters tend to love, admire, and emulate their teachers". They go on to say "a teacher's personal health behavior can enhance or counteract the messsage intend by teaching." I could not agree more, just think the picture it would paint if a health teacher is stressing to his students the importance of a balanced diet while wiping the crumbs of a Krispy Kreme off of his face.

Some my argue the article is holding health teachers to a higher standard. Granted the english teacher has to make sure that she uses good gramer, and the Math teacher should portray profeciency in his multiplication facts, but the role of a health teacher takes this topic to the next level. Health teachers are dealing with topics of life and death (literally), so holding them to this higher standard is not to much to ask.

If health teachers can remember to "walk what they talk", then the credibility of what they are saying will be better received by the studetns. I believe that Dr. Jenkins summed it up best when he said "promoting health should manifest itself in personal commitment to the pursuit of a balanced healthy lifestyle"

By Lloyd Gage on Thursday, June 27, 2002 - 10:28 pm: Edit

I believe that everyone looks up to somebody else, everyone has a role model. Be it a professional athlete, parent, teacher, or any other adult. We, as educators must watch what we say and do in both our professions and our lifestyles.

We know that children follow the lead of adult role models, and therfore as teachers we must use this as a method of teaching. This is how we can connect with the children, through teaching, and hopefully become a strong, positive influence in their lives. Wescott states, "Although teachers, by virtue of their leadership positions, automatically become role models for behavior, the effect they may have on students may be strong or weak, positive or negative." He is exactly right. We may not have chosen to be role models, but we did choose to be teachers, and it comes with the job. As long as we teach, preach and live a healthy lifestyle, someone out there will be watching us, and hopefully we make a positive impact on that child's life.

Children today are so easily influenced by their surroundings, it is important to emphasize the positive, because at times the negative can be too easy to follow.

By Carl Neese on Thursday, June 27, 2002 - 11:39 pm: Edit

As a P.E teacher and coach I feel that we have a responsibility to our kids to be a role model that practices what we preach.If we expect them to be all that they can be then we should do the same.

By Susan Braun on Friday, June 28, 2002 - 08:38 am: Edit

Being a role model is not a choice we have, but a responsibility we are given by the nature of our job in education. Davis said that health educators don't have the luxury of accepting or rejecting the responsibility of being a role model. It isn't something that can be turned on and off. A quote by Chenoweth (1979) states "all teachers are 'on stage' at all times". Our students see us not only in the classroom but at basketball games, concerts, shopping, etc. and their little eyes our taking in our actions and behaviors. Our weight and physical fitness tend to be a personal area and we may think it is no one else's business. Under the citcumstances, though, we are teaching wellness and fitness. If we have that "do as I say and not as I do" attitute we are being a hypocrite in our field. In a sense, our credibility is lost in the entire area of health and wellness. In our educational classes we learned the importance of modeling in our lessons we teach. "One of the most effective techniques for teaching a desired behavior is modeling or obeservational learning." (King 1982). Some times students including myself have a difficult time focusing on what is being said by the teacher, but they can observe and make judgements based on the way I look and the things I do. These articles did a great job in making me aware of my continuing responsibility to be a role model in every area of wellness and fitness. What an awesome job we have! We get to practice what we preach!

By Mark Ward on Friday, June 28, 2002 - 09:44 am: Edit

The idea of the PE/Health teacher in the position of role model is intriguing and sad. Looking back at my own health ed. role models, not one appeared to be overweight or partake in any outwardly unhealthy habits or actions. Quite the contrary was true. Many, if not all, of the teachers I had were models of a healthy lifestyle. They ran, lifted weights, and took care of themselves nutritionally ö many days with the students.

People may try to renounce the position of role model. Charles Barclay tried to tell us, ãI am not a role model.ä Reality was that kids looked up to him. Andrew Jenkins, Ph. D., in Role Modeling in Health and Physical Education, refers to Good and Brophy, 1980, ãthe fact that teachers, (or any other role model) can not necessarily choose when they will or will not be modeling for students so they must be aware that they are potential role models at all times.ä This tells me that I am in the spotlight now and always, so be ready.

As a society, we discriminate against ãfatä people (Ligos 2002). To make PE teachers follow a standard of appearance and body composition might just ãreinforce popular prejudices.ä (Davis 1999) Again, we have to live in the here and now. An educator that looks the part of a healthy person will have more credibility than a fat one. Students that were both fit and fat had the same outlook in viewing the video tapes for the Melville study ö the fit instructor was more of an expert than the fat one (Melville and Cardinal 1988).

As a society, we are fat. As of 1996, 1/3 of the nation is considered obese (Orey 1996). Maybe it is time for PE teachers to step up and be role models. The first step for educators may be back at the undergraduate level. Eastern Washington University has a fitness entrance standard to get into the PE department (Melville and Cardinal 1998). I donât see a problem with this. Central Washington University has an entrance exam for candidates to the Education Department. The SAT and ACT are used to determine fit candidates for college entrance. Whether it is in the classroom or on the field, we are role models.

By Cathy Cole on Friday, June 28, 2002 - 01:58 pm: Edit

I feel that being a positive role model is a responsibilty we accept as teachers. The concept of role modeling developed by Bandura through a theory of ãvicarious learningä, which asserts that much of what people learn is through observation and imitation of others. (Bandura 1977). What we do speaks so much louder than what we say. (Jenkins 2002). I couldnât agree more. A early study on the effects of a physical educatorâs appearance on his or her teaching effectiveness supports the ideas of Bandura and Jenkins, concluding that it is difficult for a person to take a fat physical educator seriously. (Melville & Cardinal 1988). Although the Melville/Cardinal study is 14 years old, everyday observation makes it difficult to argue with its basic premise.
In respect to role modeling, children hear the words, but their observation of the actions has more impact. (Berryman & Brightner 1994). This is illustrated by basketball player Charles Barkleyâs well-known proclamation to sportsâ fans that ãI am not a role model.ä Despite Barkleyâs verbal disclaimer, his actions on the court made him a de facto role model for a great number of young people. Again, actions speak louder than words. The Barkley case reaffirms Banduraâs theory that a mentor cannot choose to be a role model, but because of the importance of role modeling to effective mentoring, good mentors behave as if their followers regard them as role models. (Bandura 1977).
As an experienced secondary physical educator, and an extreme fitness advocate, I applaud the attempts of commentators Bandura, Jenkins, Melville, and Cardinal to bring light to the ãproblemä of unfit health and physical educators. Hopefully, their discussions, along with physical educational programs designed to produce a fitter end product, will result in more efficient and physically fit entry-level health and fitness teachers.

By Mary Trettevik on Friday, June 28, 2002 - 02:18 pm: Edit

Role Models

Are physical educators effective role models and teachers only if theyâre physically fit? Size/fitness may well be a factor towards effectiveness. The Melville & Maddalozzo (1988) study results show students as less attentive and scoring lower on the 13 question examination with the ãfat suitä instructor. This study is limited and as the article, ãThe Problem Body Fatness Within Our Professionä states, ãmore nationwide testing of both majors and professionals is warranted.ä

Would age become the next factor in considering the effectiveness of a physical educator? Would a young, fit 25 year old be more effective role model than the 40 year old teacher?

Role models in a physical education setting are developed from every day experiences and interactions between the teacher and students. The teacherâs actions should be a greater factor towards effectiveness. Creating an environment where each student feels comfortable and happy, participating in quality physical activity should be the greatest factor in effective teaching.

The following is an excerpt commenting on creating environment from:

AAPHERD Professionals in the 21st Century: Bouncing balls or balancing lives
Journal of Physical Education, Recreation & Dance:Reston;March 2000;Marcia Carter

äEffective leaders also create environments that produce ãflowä experiences. A flow experience occurs when the participantâs skill are matched with challenge levels of the activity. According to Csikszentmihalyi (1990), when a participant is in a flow state, there is balance between the subjectively perceived challenge and the skills needed to be successful. In this state, the participant experiences feelings of control and enjoyment that lead to self-growth and a willingness to pursue higher levels of challenge. Thus, when leaders structure the environment so that participants achieve flow states, they are promoting self-determination and freedom to succeed. These qualities cause participants to be inherently satisfied with the experience and encourage them to make decisions that promote their well being.ä

By Kelli Darcy on Friday, June 28, 2002 - 03:07 pm: Edit

As a teacher we are in contact with hundreds of children. For many of these children we may be the only adults they communicate with and observe the entire day. We have no choice but to be role models for these children. When young adolescents were asked to identify figures to which they would pay the most attention to concerning drinking, drugs, and sex the most common response was friends, teachers and doctors (Hendry, Roberts, Glendinning, & Coleman, 1992). I firmly believe the saying ãPractice what you preachä. Students have the ability to see through our words, if we donât back those words up with action then students may not take our words seriously. At Sequoia our classes run the mile twice a quarter, I stagger the days each class runs so that I can run with the students. I canât tell you how many students run along with me. Even those students who would normally walk or pretend being sick try and run with me. I also feel that male teachers especially at the elementary level are very important. In a study done by Mary Macdonald she found that; One-third of the 16,910 children whose parents were surveyed lived in homes without their fathers (Macdonald,2002). If this is the case than male teachers play a very important role in the lives of these children.

By kathy norwood on Saturday, June 29, 2002 - 12:23 pm: Edit

There is this concept that health and physical educators must act as role models to be effective motivators. In P.E., I teach elementary students. I feel it's my obligation and responsibiliy to act as a motivating role model. According to Chenoweth(1979), "All teachers are 'on stage' each time they direct a class." We are observed from our students when we do go "on stage" and teach as a role model to them. Like a mirror, students tend to reflect their teacher's behaviors. Our behaviors are what we do, not what we say. From Bandura's "vicarious learning" theory, a concept of role modeling, many educators can observe and imitate others such as their colleagues to guide them "on stage" as they teach as a positive role model of desired behavior to their students, whom, learn from, you, the teacher.

As for health educators, to be an exemplar of health, I think we should live a healthy lifestyle. If we believe in and live a healthy lifestyle, as professional educators, we will naturally advocate it and be the positive role models! But that is the challenge among health educators. It takes great discipline. Could every educator employ one's advocated concepts of health into one's own lifestyle? How does every health educator attempt to practice the behavior of living a healthy lifestyle and maintain that good personal appearance to be that role model? How do we help each other to continue the life-long challenge as our bodies grow older? Let's remember, the physcial educator's are impacted as well. Maybe that is why the National Task Force on the Preparation and Practice of Health Educators, Inc. did not include this need within the seven competencies of an entry-level health educator. It's a great challenge with factors that comes into play. Jenkins (1989) study made a good point that only the factor personal appearance may have been related to the role modeling capabilities of the prospective health educators. If personal appearance is a large factor, then we better whip ourselves in shape! No pressure of course.