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Terri Covey (Coveyte)
Moderator
Username: Coveyte
Post Number: 6
Registered: 1-2008
| | Posted on Monday, December 01, 2008 - 3:52 pm: |       |
pelinks4u December 2008 editorial:
What do you think? Should affective skills be the primary goal of public school physical education? Dr. Hedlund presents a strong case for caution in an excessive focus on skills and fitness. Given the time limitations we face what is a realistic and achievable approach? How can we get the public to take what we do seriously?
Why PHYSICAL EDUCATION is a Joke and What We Must Do to Change It
Beginning January 2009 this editorial can be found in the archives |
James Adams (Peteacher32)
Junior Member
Username: Peteacher32
Post Number: 14
Registered: 7-2008
| | Posted on Sunday, December 07, 2008 - 12:50 pm: | |
First let me say that I liked the article in that it made me think about what I think. I'm surprised nobody else has responded, but here's my .02.
While kids may know it's not important to be in the 90th percentile on fitness tests, I think there is value in teaching them about being in the healthy fitness zone on fitness tests and why that is important.
I'm not a fan of grading on attitude, but believe grading on effort is justified in that putting forth a good effort is one of the expectations in PE. If they put forth the effort, they will see some improvement in most everything they do. One of the basic goals is to get kids active in PE by putting forth effort, but ultimately the goal is for every student to be active outside of PE. I want kids to leave my class feeling like they are learning and gaining fitness in my class, and if they do not put forth effort, how will they learn or improve? When I mark down a student because of their lack of effort, it's not because I don't like that student, it's because they aren't trying hard enough. This is easier to quantify when students wear HR monitors or pedometers though.
I don't think achieving top physical condition is important for every student, but creating value in being reasonably fit, in the healthy fitness zone, and maintaining a healthy lifestyle is paramount in PE. Citezenship is certainly important and time spent on these things is certainly important as well, but I think effort is tied in to citezenship. Who wants a person who just stands there on their team for sports or work? What is that person contributing to their team?
I agree about trivial things on a test, such as who invented the game of baseball and in what year, although one could say that that is integrating history into the PE curriculum. Sometimes though, having a test does help kids learn better because they take the time to study and know the material. Sometimes it means they pay more attention and are less disruptive in class.
If students are tested on the benefits of being active and components of fitness, these things are related to every activity and sport and studying means they will learn more effectively. Some studnets won't care, but some will, and we hope it makes a difference for those students.
As far as modifying a game by things like requiring boys to pass to girls or having a girl that scores worth more points, I understand how it can make a mockery of the game, but I also see how it gets other people involved more, which a big part of any game. Suddenly students who normally stand around are now calling for the ball. I absolutely agree with teaching things like how to get open and knowing your role on a team, but sometimes this just doesn't seem to be enough.
Thank you for taking the time to write that article. |
James Adams (Peteacher32)
Junior Member
Username: Peteacher32
Post Number: 15
Registered: 7-2008
| | Posted on Sunday, December 07, 2008 - 12:58 pm: | |
Oh, bottom line. I would say affective goals should be secondary. Learning to put forth effort, value being active, and being healthy and fit should be primary. If kids truely value these things, they will be active during their own time as well.
Kids who want very high levels of skill and fitness can make that decision on their own, I just encourage that decision as long as their are safe and it's what they want. |
Howard Weiss (Weissice)
Junior Member
Username: Weissice
Post Number: 12
Registered: 12-2005
| | Posted on Tuesday, December 16, 2008 - 1:36 pm: | |
Every subject area has the same goal as physical education - teaching the student to become a life long learner. What is the purpose of math, science or literature if our students never use them once they get out of school? Unfortunately for us, Math, Science and English are considered important subjects for graduation, advancement to college and achievement in life. Barack Obama can play basketball and so can his choice for Education Secretary, but Barack was not elected President for his basketball prowess, and he did not give the education secretary his job because of basketball.
So our goal as physical educators must be to instill a love of movement so that the student will choose one or more activities to do for a life time. We do this by exposing our students to a vast array of activities, improving skills, teaching fitness concepts and dealing with affective issues which will help make our students better citizens.
I teach fitness, skills and social issues through fun and exciting games. My games are not just about sustained movement, but are purposeful and are geared toward all learners, no matter what the skill level. Too many of the games I see in physical education classes allow the athletes to take over. These are the types of games which turn off the very students we need to reach.
For a game to be successful, it must address the psychomotor, cognitive and affective areas of physical education. The game or lesson must be all inclusive, allow many opportunities to learn and/or practice skills, be fun and differentiate instruction.
Howie Weiss
http://www.weissice.com
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