Think of what Christ wants us to remember…

“Therefore, if anyone is in Christ, he is a new

creation; the old has passed away, the new
have come!” 2 Corinthians 5:17

We CAN change our selfish worldly ideas, sinful ways, etc. and
long to serve and be a new creation in Christ. When we do, Christ rejoices.

Be a new creation in your ideas and concepts of physical education.

In this class consider the “old” ways physical education has been conducted.
I humbly ask you to consider the needs of children today. For some of you it
may be a very different perspective. For others a confirmation…

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Agenda

Syllabi
Elementary Experiences: Similarities and
Differences
Why Physical Education?
Benefits of Being Physically Educated
Characterization of Physical Education
*Historical & Current Status of Physical Education
*The need for Quality Physical Education

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 DYNAMIC
PHYSICAL
EDUCATION
FOR ELEMENTARY
SCHOOL CHILDREN
Chapter 1
Elementary School
Physical Education

R O B E R T P A N G R A Z I
FIFTEENTH EDITION

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Think About it…
* What was our experience in Physical
Education?
*We mimic what we know. Hmmm...
*What do children experience when they
move versus being stationary?

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 Metaphor Tree

“ A tree is identified by its fruit.

Make a tree good, and its fruit will
be good. Make a tree bad, and it’s
fruit will be bad.”

Matthew 12:33-37 (NLT)

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 What is Physical Education?
“Education through movement”

Let’s Teach Physical Education!

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Pangrazi Text & Stance:

Dynamic: Lively, Active, Energetic, Vibrant,

& Full of Life

Quality: Excellence, Superior, Eminence,

Value, & Worth

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Summary
 Physical education
 Defined as education through movement
 Children have a natural urge to move
(psychological concept of play).
 PE gives attention to all learning domains
 Psychomotor –thinking and doing (movement skills)
 Cognitive -mental skills (knowledge)
 Affective –growth in feelings or emotions, attitude
(Influence of the Christian Faith)

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Evolution of Elementary Physical Education
German and Swedish Influence
 19th century focused on body development
 Introduced by immigrants
 German system favored gymnastics
 Swedish system incorporated an exercise program
 The need for equipment posed problems

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Evolution of Elementary Physical Education
Emphasis on Games and Sports
 One-third of World War I draftees rejected as
physically unfit
 Led to a demand for PE in the schools
 Legislated minimum weekly time requirements for
PE
 PE is now part of many states’ curriculum
 Only quantitative in nature, little program quality

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National Concern About Physical Fitness
 1950s
 U.S. children less fit than Central European
 President’s Council on Physical Fitness and Sports
 Used to focus solely on fitness
 Beginning to promote physical activity as well

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Pedagogical Influences
Movement Education
 From England to the U.S. in late 1960s
 Creativity, exploration, and cognition added
 Instructional focus on the individual
 Creative instructional methods
 Students of all abilities find some success

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Pedagogical Influences
Perceptual-Motor Programs
 Shortcomings in physical and academic
performance
 PE could be viewed as integral
 No evidence of improved academic achievement
 Some contribution to today’s skill learning
sequences

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Pedagogical Influences
Conceptual Learning
 Establish an understanding of movement concepts
 “How, what, and why” of physical activity and
exercise

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Pedagogical Influences
Value and Attitude Development Learning
 1990s were concerned about youth lacking moral
values
 Pressure on schools for moral education
 Values, feelings, beliefs, and judgments
emphasized in PE

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Federal Mandates
Title IX: Equal Opportunity for the Sexes
 No separation of sexes
 Elimination of sexism and sex-role typing

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Federal Mandates
PL 94-142: Equal Rights for Students with
Disabilities
 3.5–4 million youngsters in the U.S. with
disabilities
 “Right to free and public education . . . in least
restrictive environment”
 Mainstreaming
 Individualized educational program (IEP)

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Federal Mandates
Child Nutrition and WIC Reauthorization Act
of 2004
 Federally-funded schools implement wellness
policies
 Number of overweight Americans increased
rapidly since 1990
 Over 60% of Americans are overweight or obese
 Decrease in physical activity and increase in
calories

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Contemporary Social Influences
Nationwide Concern for Health and Wellness
 Surgeon General’s report on Physical Activity and
Health (1996)
 Incorporation of wellness concepts

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Contemporary Social Influences
Demand for “Back-to-Basics” Schools
 More time for “the three Rs”
 Less time for PE and arts
 PE not included in A Nation at Risk report

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Contemporary Social Influences
National Focus on Physical Activity
 Healthy People 2000
 Healthy People 2010
 Increase the years of healthy life
 Eliminate health disparities

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Current Status of PE in the United States
 Many states and schools allow exemptions from
PE
 Few children in America receive daily PE
 Often taught by teachers not certified as PE
specialists
 PE often limited to 30–60 minutes per week
 This amounts to 2–4% of total instruction time

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 Why children need
Physical Education
*The move toward a sedentary lifestyle.
*Obesity
*Spiritual Influence

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The Need for Physical Education Programs
 Children ages 2 to 12 watch about 25 hours of TV
per week
 Children watching less than 2 hours per day had
lower BMI
 Reduce inactivity
 increase light-to-moderate physical activity

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The Need for Physical Education Programs
 Percentage of overweight youth has tripled since
1975
 Related to decrease in energy expenditure
 Inadequate movement opportunity in PE programs
 Overweight children grow into overweight adults
 Adolescent weight is a good predictor of adult
obesity

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The Need for Physical Education Programs
 Quality PE does not detract from academics
 Overall, students with PE also do well in
academics
 PE gives students skills needed for lifetime
activity
 PE provides immediate and short-term health
benefits
 Reduces blood pressure, improves blood lipid
profile
 Active children become active adults

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The Content of Physical Education
 Content standards
 Provide framework of a program
 Determine the focus and direction of instruction
 Specify what students should know and perform
 Standards move children toward high-level
achievement
 National Association for Sports and Physical
Education (NASPE) identified six standards
 California Framework
 They are measurable!

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NASPE Standard 1
Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities
 Movement concepts skills
 Fundamental motor skills
 Locomotor skills
 Nonlocomotor skills
 Manipulative skills
 Specialized motor skills
 Body management skills
 Rhythmic movement skills
 Gymnastic skills
 Game skills
 Sport skills
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NASPE Standard 2
Demonstrates understanding of movement
concepts, principles, and tactics as they apply
to the learning and performance of physical
activities
•Opportunity to learn basic concepts of
movement
•What, where, and how the body can move
•Teach youngsters to be self-directed
learners
•Focus on repetition and refinement
•Understand basics of motor learning
•Practice, arousal, and refinement of skills
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NASPE Standard 3
Participates regularly in physical activity
 Students must derive enjoyment from physical
activity
 Need 60 minutes per day
 Differing types of physical activity

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NASPE Standard 4
Achieves and maintains a health-enhancing level
of physical fitness
 Focus on process rather than product
 Students offer input about their fitness program
 Students begin to take responsibility
 Positive attitudes that carry over into adulthood

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NASPE Standard 5
Exhibits responsible personal and social behavior that
respects self and others in physical activity
 Participation, cooperation, competition, and tolerance
 Differentiate acceptable and unacceptable behavior
 Resolving conflicts in a nonviolent manner
 Cooperation precedes the development of competition
Incorporation of Christ
The “spiritual influence”
Matthew 12:33-37 (Tree is known by its fruit)
Galatians 5:22 (Fruit of the spirit)

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NASPE Standard 6
Values physical activity for health, enjoyment,
challenge, self-expression, and/or social
interaction
 Making informed choices
 Actions and consequences of behavior
 Lifestyle alternatives

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California Framework: Physical Education

• Purpose:
 So that ALL children are given an opportunity to
succeed in PE and develop a lifelong commitment to
pleasure and health benefits of physical activity.
 Link to academic learning – promoting social skills
and cooperation

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California Framework: Physical Education
• Goals:
 Movement Skills and Movement Knowledge
 Motor Learning
 Biomechanics
 Exercise Physiology
 Health related PE
 Self-Image and Personal Development
 Human Growth and Development
 Psychology
 Aesthetics
 Social Development
 Sociology
 Historical Perspectives
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California Framework: Physical Education
Tree Metaphor

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Quality PE Programs: Essential Components

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Quality PE Programs: Essential Components
I. Organized around NASPE standards
 Set of content standards
 Defined by a number of competencies
 Measurable

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Quality PE Programs: Essential Components
II. Student-centered
 Developmental appropriate program
 Success for all students
 Positive reinforcement

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Quality PE Programs: Essential Components
III. Physical activity and motor skill
development are core of program
 Unique in total school curriculum
 Focus on physical development

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Quality PE Programs: Essential Components
IV. Teach management skills
 Evaluation on class behavior
 Management brings credibility
 Students learn self-discipline

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Quality PE Programs: Essential Components
V. Inclusion of all students
 Instruction for those who need it the most
 Instruction designed to meet needs of lower 70%
of class

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Quality PE Programs: Essential Components
VI. Focus on process of learning
 Performing skill correctly is more important than
the outcome
 Learn proper techniques first

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Quality PE Programs: Essential Components
VII. Teaches lifetime activities
 Prepares youngsters for adult activity
 Walking is most popular

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Quality PE Programs: Essential Components
VIII. Teach cooperation and responsibility
 Cooperation precedes competition
 Physical education is effective laboratory for
learning responsibility because it is observable

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