CHAPTER NINE

THE SECONDARY PROGRAM, GRADES 7-12

Physical education is a kind of teaching, a special method of modifying body and mind, a particular way
of transforming character, which achieves the airns of education predominantly by means of pupils
large-muscle activities. The purposeful employment of sport to change permanently the behavior of
pupils is physical eduzation. The use of team games to improve strength and courtesy is a physical
education. But the use of any of these types of large-muscle activity to “amuse or recreate” is not
educational, as we have defined education. It is merely entertaining or recreational.

-federick rand rogers-

It was well over four decades ago that rogers cautioned educators to distinguish between physical
activities that were educational and those that were not. It was his way of calling attention to the cause
of most teaching failures: indefiniteness of aim. It is hardly necessary to point out that secondary school
education has to be a planned program of human development if it is to achieve predetermined goals.
Without commitment here teachers will trend work at cross-purposes and even hamper each other’s
efforts. It is in this respect that one examines what is taught in the name of physical education. Does
every class meeting have a purpose, or is it simply a routine and long accepted “break period” away
from the rigors of the intellectual life of the classroom? In numerous communities one could raise this
question, especially at the junior-senior high school level.

Physical education are often aware of certain program shortcomings, as are observant general educators
who frequently refer to the physical education period as “aimless play”, this kind of criticism, upleasant
as it to hear, is not without foundation. It does, however, provide the need stimulus for some teachers
of physical education to carefull scrutinize existing programs and their level of effectiveness.

THE SECONDARY SCHOOL ORGANIZATION.

In terms of pure logic is easy to separate the junior high school years from the senior high school years.
All one has to do is treat then distinctly. The difficulty, however, is that by studying the two programs in
a isolated manner, the significant ingredient of continuity is apt to be slighted or ignored altogether.
Viewing the curriculum, grades 7 through 12, as a continuum,it is possible to appreciate the need for
activity progressions and to observe and appraise pupil progress effectively. Moreover, there are a
number of activities in the junior high school program of physical education that are repeated in greater
depth in the later secondary period: these activities should be studied in terms of their total effect over
the span of the several years.

There are two-year (grades 7 and 8) and three-year (grades 7,8, and 9) junior high schools throughout
the country. They prepare children for four-year (grades 9,10,11, and 12) and three-year (grades
10,11,12) senior high schools. There are also the traditional grammar schools, k-8, which prepare
students directly for the high school years. Although these are the common patterns, there are also an
increasing number of so-called “middle schools”. The middle schools subscribe to the concept that
seventh- and eighth- graders have more in common with upper elementary pupils than they have with
ninth-graders. Therefore. The middle school includes grades 5 through 8 or 6 though 8. There, the
upper elementary pupils gain the advantage of departmentalization and special teachers. In physical
education, frequently, they have an earlier opportunity to take showers following vigorous activity, and
they are taught by full qualified teachers.

THE SECONDARY SCHOOL YEARS.

A recent ABC News and Washington Post poll surveyed the public’s perception of the country’s high
schools. Results came out overwhelmingly in favor of the schools: 75 percent believed that high schools
are doing a good to excellent job of preparing students for college. But even more importantly, the
inclusion of physical education in the curriculum was supported by 92 percent of those polled. Despite
this show of public support there are programs here and there that need real help, for in practice they
represent everything from disorderly free play to the highly organized and inflexible routine. There are
programs in which sport skills development and fitness raising activities are kept in the background, as
games are played period after period, and there are programs in which little is done to fire the
imagination or to each activities that could be fun for years to come.

The worst part about such conditions is that we do not fool anyone. Secondary-school boys and girls are
already mature enough to spot a weak program or a weak teacher. These are the years in which pupils
are being prepared either to go on to higher education or to terminate their education at frade 12.
Because it is not possible to determine early enough who will go on to college and who will finish his or
her formal education, we have to prepare everyone as if this were the last exposure to physical
education . moreover, college physical education programs differ widely in scope and depth, so it is
almost impossible to know how far to go and when to limit instruction in order to tie in with a particular
college curriculum. One valid reason higher education programs vary so much is that they attempt to
meet the needs of their freshmen- students who come to college from all kinds of programs, some of
which prepared students poorly in physical education skills and knowledge.

The colleges and universitied will continue to have this problem as long as secondary schoold are so
inconsistent in their offerings. It is time to stop debating whether the emphasis should be on physical
fitness, game for fun, skill teaching, carry-over sports, or corecreation. It should be on all these activities
and lead to purposeful, graduated schooling from the junior high through the senior high.

THE JUNIOR HIGH SCHOOL STUDENT, GRADES 7,8, AND 9.

There is a time in the lives of young people when they are curious and when the iron is hot for
discovering and trying new things. That is the “teachable moment” in which to strike home with solid
experiences. The junior high school period is such a time. The age level is wonderful to instruct, for boys
and girls are capable of etensive physical activity; they have not yet begun to slow down and become
semisedentary in an affluent and ultrasophisticated scoety. Instead, they are willing to struggle and
perspire and really concentrate on game skills, conditioning routines, and vigorous dances. They will try
things, enjoy things, nd work on quality performance. It is the time for the able teacher who is know
ledgeable and will set standards, post results, and challenge the students to give their best.

In order to plan a properly functioning school program, one must activate it not only by the demands of
society, but by a recognition of the learner’s charachteristics and needs (see table 9-1). These physical,
mental, emotional, and social requirements of adololescent boys girls tend to be similar, but pupils vary
considerably. For the most part, the immature pupils at one end of the scale are balanced by the more
mature pupils at the other end. With the great mass of pupils falling somewhere in the middle.
General Characteristics needs Suggested activities
1. Physical characteristics Frequent health examinations Group and individual games,
both sexes growth rapid and physical fitness screening stunts, and tumbling. Girls need
and uneven; long bones tests with effective follow up body control skiils used in
of arms and legs grow walking, running, standing,
rapidly the lateral types sitting, and relaxing.
(mesomorphs) mature
earlier than the linear
type (ectomorphs).