standards- phys ed

Physical education (PE, phys ed, gym) has many different meanings. The physical education professional describes it as an
essential subject matter dedicated to learning in the psychomotor domain and committed to developing lifetime physical activity
patterns. Some mistakenly consider physical education to be the same as athletics or competitive sports, while still others equate it with recess or play during free time.

The differences in perceptions of physical education are a result of the wide variety of experiences of different individuals. Though physical education professionals consider true physical education nothing less than a quality instructional program conducted by a physical education specialist, students do not always experience this kind of program. National statistics indicate that only half of the children in grades 1 through 4 receive physical education three or more days per week (Ross, et al, 1987). In many schools that do offer physical education in the early grades, "specialists," many without valid credentials, teach the classes. In some schools, classroom teachers oversee physical education, varying the content according to their own interests and qualifications. Some schools even consider recess or free play adequate physical education.

As in grades 1 through 4, fewer than half of the students in grades 5 and 6 have physical education three or more days per week. And the odds of having a qualified specialist for instruction are no better than for grades 1 through 4. In grades 7 and 8, the picture improves somewhat. Approximately 70 percent of children at these grade levels have physical education three or more days per week, and qualified specialists are likely to teach these programs because of the large number of students involved (Ross, et al,1985).

In high school, the number of students enrolled in physical education drops dramatically. Only 21.5 percent of high school students have physical education three or more days a week, and an astounding 47.8 percent do not have even one physical education class. Enrollment is highest in grade 9 and very low in grades 11 and 12 (Center for Disease Prevention and Control 1991). Specialists usually teach phys ed in high school, but there is still some concern about the quality of instruction. For example, does the curriculum meet the needs of today's students? Does it teach students skills they can use for a lifetime? Does it give them the knowledge requisite for maintaining personal fitness? Unlike elementary and middle school students, many high school students are exempt from physical education requirements for a variety of reasons, such as participation in band, interscholastic sports, and ROTC.

Perspectives Influencing Physical Education

Though physical education programs vary widely across the United States, most endorse similar goals and objectives greatly
influenced by current social and professional perspectives. Most curriculum models are based on a variety of goals and objectives emanating from a variety of perspectives and theories. Nevertheless, some programs orient their programs more closely to one perspective than another. An understanding of these perspectives provides a better understanding of the different curriculum models that might be present in the schools where you consider teaching.

Social/Historical Perspective

Early physical education in the U.S. was dominated by European gymnastics and highly organized and disciplined calisthenics
programs. This perspective did not negate the importance of physical fitness and "education of the physical," but did place a strong emphasis on social development through physical education. This perspective continues in the field of physical education today.

Cultural/Sports Perspective

Since the turn of the century, sport has become not only a diversion for millions of American participants, but also for millions of
American spectators (Eitzen and Sage 1986). Youth sports are now highly organized and have high rates of participation. Collegiate and professional sports have become big business. In 1972, Title IX provided girls and women even greater access to sports.

With the shift from formal gymnastics to more "American" activities, sport became central to many programs of physical education. Because sport had become part of the American culture, people naturally accepted the development and appreciation of sports skills as part of American education. This perspective accounts for the emphasis placed on sports in the expanded curriculum, which includes interscholastic and intramural programs.

Public Health Perspective

In the 1950s, President Eisenhower established the President's Council on Youth Fitness because of concern about the fitness of American youth. The next decade saw the beginnings of the fitness boom that continues to this day. Recent studies suggest that physical inactivity among adults is a primary risk factor for heart disease and a major contributor to other diseases as well.

Based on the evidence, several public health experts have called for the use of physical education as a public health tool (Sallis and McKenzie 1991; Simons-Morton, et al, 1987). They suggest that school programs designed to promote lifetime physical activity will produce important public health benefits, including reduced morbidity and mortality from "hypokinetic" conditions such as heart disease, back pain, obesity, diabetes, high blood pressure, and cancer. The public health perspective has had considerable impact on instruction in physical education and strongly influenced the Healthy People 2000 recommendation that students participate in more physical education by the year 2000.

Movement Perspective

Some physical educators feel that movement is a broad area encompassing much more than sport and the formal activities
commonly associated with physical education. The movement perspective suggests that students need effective instruction in a
variety of areas, including dance, play, and creative movement. Effective movement is a means of expression and communication as well as a source of joy and understanding. Movement has meaning in and of itself, but it is also a means to accomplishing other
things. The movement perspective is very broad as it relates to all types of movement experiences.

Curriculum Models in Physical Education

Curriculum models provide for an overall philosophy that guides the design and content of the physical education curriculum or
program. Models include sets of beliefs and goals that evolve from a value base and provide a framework for selecting and organizing content, structuring and sequencing activities, and evaluating the yearly curriculum plan. The following models are most often identified in physical education:

Excerpted from A. Glatthorn's Content of the Curriculum, ASCD 1995 (pp. 174-177 and 181-190).

Examine the Standards

National Standards as reported by McREL: This is an attempt to synthesize all of the professional organizations, state agencies and national organizations who have proposed standards in content areas for all the nation's children, with benchmarks at early and upper elementary grades and the middle and high school levels. You will need to select "Browse Standards" and then your content areas.

Michigan Department of Education: Select your content area from the list on the bottom, right side of page of the front page, under Learning Support. The Physical Education page will include a good deal of information about Physical Education in Michigan. For those of you majoring in P.E. for Hope College certification and who have not yet selected a minor and haven't an "inkling" of what it might be, please do your search for the minor in Health Education. This will be found in the same area, Learning Support.