Unit II
MIDTERM: MOVEMENT EDUCATION
Educating the Student Body: Taking Physical Activity and
Physical Education to School.
Physical education became a subject matter in schools (in the form of German and Swedish
gymnastics) at the beginning of the 19th century (Hackensmith, 1966). Its role in human health
was quickly recognized. By the turn of the 20th century, personal hygiene and exercise for bodily
health were incorporated in the physical education curriculum as the major learning outcomes
for students.
Physical Education as Part of Education
In institutionalized education, the main goal has been developing children's cognitive capacity
in the sense of learning knowledge in academic disciplines. This goal dictates a learning
environment in which seated learning behavior is considered appropriate and effective and is
rewarded. Physical education as part of education provides the only opportunity for all children
to learn about physical movement and engage in physical activity. As noted, its goal and place
in institutionalized education have changed from the original focus on teaching hygiene and
health to educating children about the many forms and benefits of physical movement,
including sports and exercise.
1. Sport Education
One prevalent physical education model is the sport education curriculum designed by Daryl
Siedentop. The goal of the model is to “educate students to be players in the fullest sense and
to help them develop as competent, literate, and enthusiastic sportspersons”. The model
entails a unique instructional structure featuring sport seasons that are used as the basis for
planning and teaching instructional units. Students are organized into sport organizations
(teams) and play multiple roles as team managers, coaches, captains, players, referees,
statisticians, public relations staff, and others to mimic a professional sports organization.
2. Fitness Education
Instead of focusing exclusively on having children move constantly to log activity time, a new
curricular approach emphasizes teaching them the science behind why they need to be
physically active in their lives. The curriculum is designed so that the children are engaged in
physical activities that demonstrate relevant scientific knowledge. The goal is the development
and maintenance of individual student fitness. In contrast with the movement education and
sport education models, the underlying premise is that physical activity is essential to a healthy
lifestyle and that students' understanding of fitness and behavior change result from
engagement in a fitness education program.
3. Emergence of Active Gaming in Fitness Education
Today, active gaming and cell phone/computer applications are a part of physical activity for
both youth and adults. Accordingly, fitness education in school physical education programs is
being enhanced through the incorporation of active video games, also known as exergaming.
Examples of active gaming programs with accompanying equipment include Konami Dance
Dance Revolution (DDR), Nintendo Wii, Gamebikes, Kinect XBOX, Xavix, and Hopsports. These
active games have been incorporated into school wellness centers as high-tech methods of
increasing student fitness levels to supplement the traditional modes for attaining vigorous- or
moderate-intensity physical activity
4. Other Innovative Programs
While several evidence-based physical education programs are being implemented in schools,
many innovative programs also have been implemented nationwide that are motivating and
contribute to skills attainment while engaging youth in activities that are fun and fitness
oriented. These programs include water sports, involving sailing, kayaking, swimming, canoeing,
and paddle boarding; adventure activities such as Project Adventure; winter sports, such as
snow skiing and snowshoeing; and extreme sports, such as in-line skating, skateboarding, and
cycling.
5. Fitness Assessments
Fitness assessment in the school environment can serve multiple purposes. On the one hand, it
can provide both teacher and student with information about the student's current fitness level
relative to a criterion-referenced standard, yield valid information that can serve as the basis
for developing a personal fitness or exercise program based on current fitness levels, motivate
students to do better to achieve a minimum standard of health-related fitness where
deficiencies exist, and possibly assist in the identification of potential future health problems.
Approaches to Physical Education in Schools
• Because it is guaranteed to reach virtually all children, physical education is
the only sure opportunity for nearly all school-age children to access
health-enhancing physical activities.
• High-quality physical education programs are characterized by (1)
instruction by certified physical education teachers, (2) a minimum of 150
minutes per week (30 minutes per day) for children in elementary schools
and 225 minutes per week (45 minutes per day) for students in middle and
high schools, and (3) tangible standards for student achievement and for
high school graduation.
• Students are more physically active on days on which they have physical
education.
• Quality physical education has strong support from both parents and child
health professional organizations.
• Several models and examples demonstrate that physical education
scheduled during the school day is feasible on a daily basis.
• Substantial discrepancies exist in state mandates regarding the time
allocated for physical education.
• Nearly half of school administrators (44 percent) reported cutting
significant time from physical education and recess to increase time spent
in reading and mathematics since passage of the No Child Left Behind Act.
• Standardized national-level data on the provision of and participation,
performance, and extent of engagement in vigorous- or moderate-intensity
physical activity are insufficient to allow assessment of the current status
and trends in physical education in the United States.
• Systematic research is needed on personal, curricular, and policy barriers to
successful physical education.
• The long-term impact of physical education has been understudied and
should be a research priority to support the development of evidence-
based policies.
