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Ebook PDF Dynamic Physical Education For Elementary School Children 18Th Edition Ebook PDF Version Full Chapter
Ebook PDF Dynamic Physical Education For Elementary School Children 18Th Edition Ebook PDF Version Full Chapter
Ebook PDF Dynamic Physical Education For Elementary School Children 18Th Edition Ebook PDF Version Full Chapter
RobERt P. PangRazi
ArizonA StAte UniverSity
aaRon bEighlE
UniverSity of KentUcKy
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Pangrazi, robert P.
Dynamic physical education for elementary school children/robert P. Pangrazi, Arizona
State University, Aaron Beighle, University of Kentucky.—eighteenth edition.
pages cm.—(Dynamic Physical education for elementary School children)
includes bibliographical references and index.
iSBn 978-0-321-93495-6 (alk. paper)—iSBn 0-321-93495-4 (alk. paper)
1. Physical education and training—curricula—United States. 2. Physical education
and training—Study and teaching (elementary)—United States. 3. Physical education
and training—curricula—canada. 4. Physical education and training—Study and teaching
(elementary)—canada. i. Beighle, Aaron, 1972- ii. title.
Gv365.P36 2015
372'.86—dc23
2014018753
1 2 3 4 5 6 7 8 9 10—V382—18 17 16 15 14
ROBERT P. PaNGRazI
aaRON BEIGhlE
aBOuT ThE auThORs
ROBERT P. PaNGRazI, Ph.D., taught for 31 years at aaRON BEIGhlE, Ph.D., is a university instructor
Arizona State University, tempe, in the Department of in Physical education and Physical Activity for youth
exercise Science and Physical education, and is now courses. in addition to numerous scholarly articles and
Professor emeritus. An AAHPerD Honor fellow and academic materials, including chapter contributions to a
a fellow in the Academy of Kinesiology and Physical number of widely used texts including previous editions
education, he was honored by the national Association for of Dynamic Physical Education for Elementary School
Sport and Physical education (nASPe) with the Margie Children; he coauthored Pedometer Power (2nd ed.,
Hanson Distinguished Service Award. He is a best-selling 2007, Human Kinetics), Physical Activity for Children:
author of numerous books and texts, including multiple A Statement of Guidelines for Children Ages 5–12 (2nd ed.,
editions of Dynamic Physical Education for Elementary 2004, nASPe), and Promoting Physical Activity and Health
School Children and Dynamic Physical Education for in the Classroom (Pearson Benjamin cummings, 2009).
Secondary School Students, with Paul W. Darst (Pearson). His areas of research include physical activity promo-
He is a co-author of Promoting Physical Activity and Health tion, specifically examining school-based physical activity
in the Classroom (Pearson, 2009). in addition to numerous programs, and the use of pedometers to encourage activity
other books and texts, he has written over 100 journal in young people. He is currently an Associate Professor at
articles and scholarly papers for publication, and currently the University of Kentucky, Lexington in the department of
tours and lectures on a national level. Kinesiology and Health Promotion.
viii
BRIEf CONTENTs
PaRT I PaRT II
Instruction and Program Implementation Teaching the Objectives of Physical
Education
sECTION 1
Understanding the Need for Physical Education sECTION 4
Chapter 1 elementary School Physical education 1 Personal Health Skills
Chapter 2 Understanding the Growth and Development Chapter 12 Promoting and Monitoring Physical
of children 20 Activity 230
Chapter 3 Preparing a Quality Lesson 35 Chapter 13 Physical fitness 250
Chapter 14 Active and Healthy Schools 296
sECTION 2 Chapter 15 Movement concepts and themes 311
The Instructional Process
Chapter 16 fundamental Motor Skills and introductory
Chapter 4 curriculum Development 60 Activities 327
Chapter 5 improving instructional effectiveness 77
Chapter 6 Management and Discipline 103 sECTION 5
Motor Skills
Chapter 7 children with Disabilities 129
Chapter 17 Manipulative Skills 348
sECTION 3 Chapter 18 Body Management Skills 394
Program Implementation Chapter 19 rhythmic Movement Skills 412
Chapter 8 evaluation and technology 145 Chapter 20 Gymnastics–related Skills 467
Chapter 9 Legal Liability, Supervision, and Safety 169 Chapter 21 cooperative Skills 521
Chapter 10 facilities, equipment, and Supplies 184
Chapter 11 integrating Academic concepts in Physical sECTION 6
education 206 Specialized Motor Skills
Chapter 22 Game Skills 539
sECTION 7
Lifetime Activities and Sport Skills
Chapter 23 Lifetime Activities 585
Chapter 24 Basketball 612
Chapter 25 football 631
Chapter 26 Hockey 646
Chapter 27 Soccer 657
Chapter 28 Softball 677
Chapter 29 track, field, and cross-country
running 693
Chapter 30 volleyball 705
Glossary 717
General index 725
Activities index 739
Photo credits 746
ix
CONTENTs
case Studies xv integrate Mechanical Principles into instruction 47
featured topics xv Manage the Learning environment 49
Preface xvi choose an instructional formation 51
Design a Lesson Plan 52
PaRT I reflective teaching 57
Applying What you read 58
Instruction and Program Implementation
reflection and review 59
sECTION 1 for More information 59
Understanding the Need for Physical
Education sECTION 2
ChaPTER 1 The Instructional Process
Elementary School Physical Education 1
What is Physical education? 2
ChaPTER 4
Curriculum Development 60
the evolution of elementary School Physical education 2
Designing a Quality curriculum 61
the current Status of Physical education in
the United States 6 Applying What you read 75
the need for Physical education Programs 7 reflection and review 75
Physical educators Promoting Physical Activity 8 for More information 75
the content of Physical education 9
ChaPTER 5
nASPe content Standards for Physical education 9
Improving Instructional Effectiveness 77
essential components of a Quality Physical education
Program 16 characteristics of a Quality Lesson 78
x
Decrease Unacceptable Behavior with common Defenses Against negligence 171
Discipline 120 Areas of responsibility 172
Use criticism Sparingly 125 Safety 176
Make Punishment a Last resort 125 equipment and facilities 177
expulsion: Legal considerations 126 Personal Protection: Minimizing the effects
Applying What you read 127 of a Lawsuit 180
reflection and review 127 the After-School Sports Program 182
for More information 127 Applying What you read 182
reflection and review 183
ChaPTER 7 for More information 183
Children with Disabilities 129
Least restrictive environment 131
inclusion 131
ChaPTER 10
Facilities, Equipment, and Supplies 184
Screening and Assessment 132
outdoor facilities 185
Understanding an individualized education
Program (ieP) 133 Safety on the Playground 185
Successful inclusion 136 indoor facilities 187
recruiting Paraeducators and volunteers 142 equipment and Supplies 189
Applying What you read 143 Purchasing Policies 189
reflection and review 144 indoor equipment 189
for More information 144 equipment and Supplies for Physical
education 192
sECTION 3 Storage Plans 192
Program Implementation care, repair, and Marking 192
constructing equipment and Supplies 192
ChaPTER 8 reflection and review 205
Evaluation and Technology 145 for More information 205
components of evaluation Assessment 146
Assessment 146
ChaPTER 11
Assessment of Students 147
Integrating Academic Concepts in Physical
Grading 155 Education 206
Program Accountability 159 integrating Academic concepts into Physical
evaluate your Program 161 education 207
reflection and review 167 Academics and Physical Activity 207
for More information 167 Why integrate Academic concepts? 208
types of integration 208
ChaPTER 9 How to integrate Academic content 209
Legal Liability, Supervision, and Safety 169 Academic integration Activities 210
torts 170 Applying What you read 228
negligence and Liability 170 reflection and review 229
types of negligence 171 for More information 229
xi
PaRT II ChaPTER 15
Movement Concepts and Themes 311
Teaching the Objectives of Physical classification of Human Movement
Education concepts 313
teaching Movement Skills and concepts 314
ChaPTER 13
Physical Fitness 250 sECTION 5
Definitions of Physical fitness 251 Motor Skills
children and fitness testing 253
fitness testing issues 254 ChaPTER 17
create Positive Attitudes toward fitness 259 Manipulative Skills 348
Develop an Understanding of Physical fitness Manipulative Skills 349
Principles 260 Manipulative Skill Activities 354
Avoid Harmful Practices and exercises 261 Activities with Balloons and Beach Balls 354
implement a yearlong fitness Plan 262 Activities with Beanbags 355
implementing fitness routines 262 Activities with Balls 358
fitness Activities for Developmental Juggling 363
Level i 263
Activities with Scoops and Balls 367
fitness Activities for Developmental Levels ii
Bowling Activities 367
and iii 270
Activities with Wands 368
reflection and review 294
Activities with Hoops 372
for More information 294
Activities with Jump ropes 374
Pre–rope-Jumping Skills 375
ChaPTER 14
Active and Healthy Schools 296 Long-rope Jumping 376
xii
ChaPTER 18 Activities with Parachutes 532
Body Management Skills 394 for More information 537
Safe and effective Use of Apparatus 395
Activities with climbing ropes 395 sECTION 6
Activities on Balance Beams 399 Specialized Motor Skills
Activities on Benches 402
Activities with Jumping Boxes 405 ChaPTER 22
Activities with individual Mats 406 Game Skills 539
Activities with Magic ropes (Jump Bands) 408 evaluating Games 540
Activities with Partner tug-of-War ropes 409 creating or Modifying Games 540
for More information 411 cooperation and competition 541
Safety 541
ChaPTER 19 teaching Games effectively 541
Rhythmic Movement Skills 412 Selection of Games 542
implementing the rhythmic Movement Program 413 Sport Lead-Up Games 546
creative rhythms 414 Developmental Level i 546
folk Dances 415 Developmental Level ii 561
Progression of folk Dances 418 Developmental Level iii 572
Developmental Level i Dances 420 Miscellaneous Playground Games 581
Developmental Level ii Dances 434 for More information 584
Developmental Level iii Dances 451
introductory Square Dance 463 sECTION 7
culminating events for the rhythms Unit 466 Lifetime Activities and Sport Skills
for More information 466
ChaPTER 23
ChaPTER 20 Lifetime Activities 585
Gymnastics–Related Skills 467 Walking 586
Progression and Developmental Level Placement 468 orienteering 590
instructional Methodology for Gymnastics 469 tennis 594
Safety considerations 470 Badminton 601
instructional Procedures 471 frisbees 604
Developmental Level i Activities 474 Bowling 608
Developmental Level ii Activities 488 for More information 610
Developmental Level iii Activities 505
for More information 520 ChaPTER 24
Basketball 612
ChaPTER 21 instructional emphasis and Sequence 613
Cooperative Skills 521 Basketball Skills 614
the role of cooperative Activities 522 instructional Procedures 617
teaching cooperative Activities 522 Basic Basketball rules 618
Group challenges 523 Basketball Drills 619
xiii
Basketball Activities 625 Basic Softball rules 684
Basketball Skill tests 629 Softball Drills 685
for More information 630 Softball Activities 686
Softball Skill tests 691
ChaPTER 25 for More information 692
Football 631
instructional emphasis and Sequence 632 ChaPTER 29
football Skills 632 Track, Field, and Cross-Country
Running 693
instructional Procedures 636
instructional emphasis and Sequence 694
football Drills 637
track and field Skills 694
football Activities 638
running 696
football Skill tests 643
instructional Procedures 699
flag football formations 643
organizing for instruction 699
for More information 645
track and field Drills and Activities 700
xiv
CasE sTuDIEs
Physical Activity and Physical Education 3
Push-Ups and Sit-Ups: Create a Successful Experience 25
A Written Lesson Plan Protects You! 37
A Common Curriculum leads to a Stronger Profession 63
Accepting Responsibility for becoming a Great Teacher 79
Saving a Child Trumps Everything! 105
Make all Students Count 131
Acquiring PE Equipment Takes Time and Perseverance 187
You Need Other Teachers’ Support 299
fEaTuRED TOPICs
Sports and Specialization 28
Encouraging Physical Activity Beyond the School Day 56
Physical Education Curriculum Analysis Tool (PECAT) 73
Maximizing Physical Activity 88
Major Factors in Student Achievement 110
Working with Students Who Are Overweight or Obese 142
PE•Metrics 154
Maintaining Student Safety at Recess 174
Use of Technology in Physical Education 190
Integrating Content without Sacrificing Physical Activity Time 211
Fund-Raisers for Purchasing Pedometers 239
Fitness, Physical Activity, and Healthy Eating Habits for Youth 254
Comprehensive School Physical Activity Programs (CSPAPs) 298
xv
PREfaCE
the eighteenth edition of Dynamic Physical Education GENERal ORGaNIzaTION
for Elementary School Children (DPE) retains a strong
emphasis on physical education for professional physical Of ThE TExT
educators. Additionally, material has been added to make the 30 chapters in DPE are grouped into two major parts—
the text more useful for classroom teachers. this edition instruction and Program implementation and teaching the
retains its strong emphasis on skill development, activity objectives of Physical education. Part i, instruction and
promotion, and physical fitness behaviors. We want Program implementation, contains the theory and requisite
teachers who use this text to be able to teach students to knowledge a teacher needs to develop a comprehensive pro-
live a life defined by physical activity and healthy eating. gram. the chapters in PaRT I are separated into three sections
the concern for unhealthy youth and their sedentary life that help students understand the need for quality physical
styles makes physical education a critical component of education programs in schools, how to be a quality instructor,
the school curriculum. Physical educators must be will- and school procedures, including the need for integrating aca-
ing to become active and healthy school coordinators. in demic content. When combined with the internet websites in-
addition to teaching physical skills and fitness, they must cluded at the end of each chapter, the companion website, the
become physical activity promotion agents. Life style and instructional videos, and the Pearson etext, instructors have a
environmental changes must become a focus of physi- rich tool chest for helping pre-service and in-service teachers
cal education programs. this text is designed to broaden think, reflect, and improve the act of teaching.
the role and preparation of future and existing physical Section 1 (chapters 1 and 2) offers a brief history of the
educators. profession and sets the framework for the entire text by list-
ing and explaining the nASPe standards. chapter 2 helps
teachers understand children and their needs in a physical
NEw TO ThIs EDITION education setting.
this revision received an overall update including new ref- Section 2 (chapters 3–7) focuses on successful instruc-
erences, instructional instruments, and terminology. Some tion. this section shows how to plan a quality lesson, view
of the more significant updates and changes include: the importance of a curriculum, and teach it effectively.
Management and discipline are always the constructs under
• New case study features: these new stories emphasize
which teachers will succeed or fail, and chapter 6 offers much
real-life situations and are aimed at sparking discus-
practical information for successfully teaching youngsters in
sion. these case study features bring to life issues often
an activity setting. chapter 7 shows teachers how to adapt and
faced by new teachers and show that while there are no
modify activities to ensure inclusion and purpose for all stu-
easy answers to some dilemmas, they can be successfully
dents in their classes.
addressed.
the focus of Section 3 (chapters 8–11) is on examining
• Additional assessment content: new text describes ways to successfully implement a physical education pro-
how to self-evaluate, how to design evaluation forms gram, including the challenges faced in evaluating students,
and how to choose which elements of a lesson to evalu- addressing safety issues, and folding academic content into
ate. the text discusses commonly-used assessment physical education activities.
techniques, comparing benefits and drawbacks for each PaRT II, teaching the objectives of Physical education,
technique. is filled with instructional activities. no text on the market
offers teachers a greater variety of evidence-based activi-
• Additional technology content: Schools are slowly
ties, and even more activities have been added to this edi-
adopting technology such as digital whiteboards, and
tion. this portion of the text is separated into four sections
this new edition of the text describes technology such
that are filled with activities and strategies designed to help
as new digital pedometers that instantly upload data,
teachers accomplish the nASPe standards that define a
electronic tablets, digital cameras, and a wide variety of
quality physical education program.
applications. the assessment section includes tips for
Section 4 (chapters 12–14) contains many activities
using cameras and tablets for assessment and a number
and techniques for teaching personal health skills, includ-
of apps newly-developed for assessment.
ing methods for teaching students how to develop and
• HOPSports® videos: this new edition includes 38 additional maintain an active and healthy life style. this section in-
videos illustrating common classroom activities and play- cludes chapters on the need to promote physical activity
ground games. the videos tie to the descriptions of the among students and how to create an active and healthy
activities in the book, showing as well as telling. school environment.
xvi
Section 5 (chapters 15–18) brings together methods Plan in the Curriculum Guide to more fully understand how
and activities for teaching fundamental motor skills. that activity is included in a full lesson plan.
Movement concepts, fundamental motor skills, and body in addition to highlighting the Lesson Plan cross-
management skills encompass the majority of content in references, this 18th edition includes a feature that calls
this section. now pre-service and in-service teachers can attention to relevant full Lesson Plans (by developmen-
identify activities and strategies that will improve student tal level) as well as to some additional activities included
competencies in this important skill area. in the Curriculum Guide, which do not appear in this
Section 6 (chapters 19–22) is designed to improve textbook.
specialized motor skills among students of diverse back- the close tie-in of these two resources will help stu-
grounds. chapters on manipulative skills, rhythmic move- dents immediately begin to understand how the lesson plan
ment skills, gymnastic skills, cooperative skills, and game theory and activities they are learning or using relate back
skills offer in-depth coverage for the development of a per- to full physical education curriculum planning.
sonalized set of specialized skills.
finally, Section 7 (chapters 23–30) focuses on develop-
ing sport skills including skills for lifetime activities. these EssENTIal COMPONENTs Of
chapters contain many skills, drills, and lead-up activities. QualITy PROGRaMs aND NasPE
these chapters use the paradigm of teaching the skill prop-
erly, practicing it in a drill, and applying the skill in a lead-
NaTIONal sTaNDaRDs fOR
up game that assures success. PhysICal EDuCaTION
As an added organizational aid, each section is color- Across the country, a wide variety of differing areas of
coded for ease of reference. each chapter in a section con- instructional emphasis characterize physical education
tains a tab in the outside margin that shows the chapter programs. Some view these differences as an outcome of
number and corresponds with the color code for that sec- diverse and differing points of view while others think all
tion. this makes it easy to find a desired section or chapter programs should follow one model. our point of view is that
quickly. difference is part of the American culture. However, even
DPE is written for both physical education and class- when large differences exist, similarities mark quality pro-
room teachers. Material is written and illustrated with many grams. therefore, in chapter 1 we have identified eight key
examples that make it easy to understand. All activities in essential components of quality programs. including these
the text are listed in progression from the easiest activity to components allows programs to maintain their uniqueness
the most difficult. this enables teachers to plan a lesson that while ensuring a quality program. these essential compo-
incorporates proper sequencing of skills. the accompanying nents are printed inside the front cover of the book, and the
lesson plan book, Dynamic Physical Education Curriculum components that are particularly relevant to each chapter
Guide: Lesson Plans for Implementation, 18th edition, are listed at the end of each chapter so it is possible to see
organizes the activities listed in DPE into a curriculum how they contribute to a comprehensive physical education
guide that features lesson plans for the academic year. program.
the Curriculum Guide offers a section that identifies aca- With the age of accountability upon education, it has
demic concepts that can be taught within a physical educa- become vitally important to determine what should be
tion lesson. this makes it easy for the physical educator to taught and what youngsters should know when they leave
show classroom teachers and administrators how physical the school environment. SHAPe America and nASPe
activities contribute to academic outcomes of the school. have done much to make physical educators aware of the
the nASPe content standards that are covered in each part need for content standards. the five NASPE national
of the lesson plans are included in the 18th edition. the standards for physical education identified in chapter 1
Curriculum Guide offers three full sets of plans for students reflect the development of a program that stresses lifetime
at three developmental levels. DPE and the DPE Curriculum activity, competency in a wide variety of physical skills, the
Guide are used in a large number of schools as the founda- need for strong social and personal responsibility skills,
tion for a curriculum that is supplemented with local dis- and the knowledge needed to maintain personal wellness.
trict materials and activities. Applicable standards are placed at the end of each chapter
the Curriculum Guide: Lesson Plans for Implementation to illustrate how they guide the content and development of
ties closely in with the text. the Lesson Plans within this text. the full list of standards is also printed inside the
the Curriculum Guide have been numbered (1–119); front cover of the book.
these numbers appear within this textbook with relevant the inclusion and integration of essential components
activities. Student can read through the book, see the and content standards are an important feature in this text.
Lesson Plan number, and turn to the numbered Lesson these features are designed to help pre-service and in-service
xvii
teachers understand why they are teaching various skills and • Chapter 12 is designed to help teachers learn how to
activities. information and instructional activities in DPE are combat student inactivity. Using pedometers to motivate
included only if they contribute to the standards or essential students and monitor program outcomes is discussed
components found in chapter 1. in detail. A new section has been added on alternative
methods of evaluating the activity levels of students.
aDDITIONal ChaPTER uPDaTEs • Chapter 13 on physical fitness includes activities for
the entire text has been edited to make it more concise and students such as Pilates and yoga. evaluating the fitness
easier to understand. references, terminology, and some levels of students with disabilities is also included in this
figures have been updated. current topics have been added edition. in addition, a new section on how to use fitness
to many chapters; these topics are current events that can be tests effectively has been added with special emphasis on
used to stimulate thinking about current issues in physical self-testing and a personal fitness record sheet. Both the
education. fitneSSGrAM and the President’s challenge fitness
the 18th edition of DPE reflects a number of signifi- tests are included in this chapter.
cant changes based on feedback from peer reviewers and • Chapter 14, Active and Healthy Schools, shows how to
users of DPE and changes in the field of physical education. change the environment of the school so students increase
this edition of Dynamic Physical Education for Elementary their activity levels and improve their nutrition and eating
School Children provides teachers with a sound foundation habits. Sun safety skills are also emphasized in this chapter
for establishing a well-rounded, comprehensive physical since the incidence of skin cancer continues to increase.
education program. What follows is a highlight of addi-
tional key changes and important chapter concepts in this • cooperative activities appeal to elementary school
edition: youngsters. Chapter 21 explains how to present these
activities to students.
• Chapter 4 focuses on developing a curriculum. this chap- • for many adults, lifetime activities are the skills they use
ter is sandwiched between lesson planning (chapter 3) and to stay active. Chapter 23 offers a number of activities that
improving instructional effectiveness (chapter 5). this can be used to maintain an active life style. this activity-
makes it easy for teachers to see how these three chapters based chapter includes walking, orienteering, tennis,
form the basis for planning and implementing a quality bowling, badminton, and frisbee units. the coverage of
physical education program. tennis includes many games that can be taught in the gym.
• Chapter 6 maintains the focus on the importance of Bowling offers another opportunity for students to learn
knowing how to effectively manage and discipline stu- about an activity that is popular throughout the lifespan.
dents. this chapter helps teachers understand the dif-
ference between management strategies and the use of
discipline when needed. A section on how to deliver suPPlEMENTaRy MaTERIals
corrective feedback without negative emotion is empha- offered with the 18th edition of Dynamic Physical Education
sized. Peer mediation is covered so students can help for Elementary School Children is a complete package of sup-
each other solve some of their interpersonal problems. plements that offers an integrated and comprehensive set of
learning and instructional tools.
• Chapter 7 makes use of the StePS model (space, task, the Physical Education Curriculum Guide: Lesson
equipment, people, safety) of modifying activities for
Plans for Implementation, 18th edition (2016) has been
inclusion. continued emphasis has been placed on
developed concurrently with the text and offers a frame-
modifying activities to assure success for all students. in
work for implementing a developmentally appropriate cur-
addition, a comprehensive table has been added to help
riculum. for this edition, the Curriculum Guide is included
teachers be more effective with specific needs. common
with the purchase of each new main text at no additional
characteristics and physical education implications for
charge to students. the lesson plans are presented in
many special needs will help teachers modify their les-
three developmental levels, allowing for a greater range of
sons to assure inclusion of all students.
activity and ensuring that presentations are closely aligned
• Chapter 8 contains sections on student logs, peer assess- to the maturity and experience of students. the plans are
ment, and authentic written tests. A new section on pro- filled with activities and outcomes that enable teachers
gram accountability and the nASPe standards has been to plan and understand why various activities are being
added to help teachers understand the need for evaluating taught. the lesson plans offer a framework for planning
standards that are student achievable. the second half of comprehensive lessons rather than preempting teachers
the chapter focuses on instructional analysis that can be from planning duties. As mentioned above, the curriculum
performed by practicing teachers for self-improvement. guide offers sections on academic integration and content
xviii
standards for each of the more than 110 individual lesson presenting the content, discussion topics, suggested writ-
plans. the Lesson Plans have also been numbered consec- ten assignments, and a cooperative learning project. the
utively in this revision for ease of reference between DPE test Bank, also available in a computerized format through
and the Curriculum Guide. testGen, offers true/false, multiple-choice, and short essay
there are currently 17 lecture and lesson plan videos questions for every chapter. Answers and page references
available that have been developed for Dynamic Physical are provided. Using the 1,500 test questions in the test bank,
Education for Elementary School Children. the titles of instructors can create tests, edit questions, and add their
videos most relevant to a chapter have been listed with the own material.
end-of-chapter content. twelve of the available videos dem- online content for students at the companion web-
onstrate how to integrate physical activity in the classroom site (www.pearsonhighered.com/pangrazi) offers students
setting. the longer videos include helpful content such as: videos, learning objectives, quizzes, critical thinking
questions based on videos and photos, weblinks, sample les-
• Using Pedometers in Physical Education: features how son plans covering all developmental levels, activity cards
to use pedometers in a physical education setting, a num- and a glossary with flashcards. Access to password-protected
ber of instructional activities for students, and how the content is available by registering with the code provided in
pedometer can be used to increase program accountability the front of the book.
• Teaching a Four-Part Lesson and Analyzing a Four-
Part Lesson: two four-part lessons taught by a male and QualITy CONTROl
a female master teacher (so students have more than one aND fIElD TEsTING
model to emulate). emphasis is placed on illustrating
A tradition that continues in this edition of DPE is to
effective management techniques and quality instruc-
assure that all activities have been field-tested with chil-
tional practices
dren. We continue to teach elementary school children and
• Management and Discipline Strategies for Physical evaluate new activities based in part on student reception
Educators: Shows teachers effective ways to manage and and instructional effectiveness. A number of experts have
group students through physical activity. effective man- been involved in evaluating and helping with this text to
agement strategies can increase the amount of activity ensure the content is accurate and on the cutting edge. Bill
students accumulate in physical education classes. Jones and the physical education staff at the University
Discipline without negative emotion is also discussed School in cleveland, oH have provided feedback on a
and illustrated in this video. variety of activities and developing responsible behavior.
Don Hicks, St. francis episcopal Day School in Houston,
HOPSports is an international leader in creating has offered continuing feedback and evaluation of activi-
classroom activity breaks for educators. these videos are ties on a regular basis. chapter 19, rhythmic Movement
commonly referred to as Brain Breaks because activity Skills, was enhanced by Jerry Poppen, an expert physical
in the classroom setting has been shown to improve aca- educator; Paul James, Wagon Wheel records; Dr. Barbara
demic performance. the videos illustrate basic movements, cusimano, oregon State University; and Deb Pangrazi,
playground activities, and classroom games. each video is Supervisor of elementary school physical education for the
indicated within the text by an icon, showing students when Mesa, Arizona, Public Schools. John Spini, current coach of
a video is available to demonstrate the activity. in addition the women’s gymnastics team at Arizona State University,
some of the videos deal with topics on classroom manage- evaluated and contributed to chapter 20, Gymnastic Skills.
ment and bullying. this adds up to 35 new videos for stu- Dr. carole casten, california State University, Dominguez
dent and practicing teachers. Hills, contributed the material for the section on rhythmic
the Instructor Resource DVD (2016) includes gymnastics. Dr. virginia Atkins chadwick, fresno State
PowerPoint lecture outlines for each chapter, showing art University, and Dr. Julian Stein, George Mason University,
and photos from the book and video clips with discussion evaluated and contributed to chapter 7, children with
questions. A Quiz Show game is provided for each section Disabilities. Jim roberts, a Mesa, Arizona, physical educa-
of the text (1–7), as are JPeGs of all photos and illustra- tion specialist, field-tested the materials for developing re-
tions from the book. All of the videos described above sponsible behavior. in addition, the authors are indebted to
are included, with optional closed-captioning, as is the the Mesa School District elementary school physical edu-
instructor’s Manual and test Bank. cation specialists in Mesa, Arizona, who have field-tested
the Instructor’s Manual and Test Bank (2016) is cor- the activities and offered numerous suggestions and ideas
related to the text. for each chapter, the instructor’s Manual for improvement. Deb Pangrazi, Mesa Schools Supervisor
provides a chapter summary, desired student outcomes, a of elementary School Physical education, leads this stel-
discussion of the main concepts of the chapter, ideas for lar group of nearly 100 specialists. We would also like to
xix
thank Billy and Monica noble and other physical educa- materials (updating the PowerPoint resources and the
tion teachers in fayette county Public Schools (Lexington, instructor’s Manual and test Bank).
Ky) for their willingness to test new activities and offer A sincere note of thanks goes to the following review-
suggestions for the textbook and lesson plans. All these in- ers who provided valuable feedback that helped guide
dividuals have unselfishly contributed their energies and the author’s efforts throughout the project: tim Meyler,
insights to assure that quality activities and teaching strate- costal carolina University; Wendy cowan, Athens State
gies are part of this textbook. the result of this continued University; David Pusey, Buena vista University; Sandra
field testing is a book filled with activities, strategies, and cravens, texas Women’s University; Judy Gentry, tennessee
techniques that work. State University; Donna cucunato, chapman University;
and Sally Hope, Purdue University. We would also like to
thank the following reviewers who offered us additional
aCkNOwlEDGMENTs feedback as we were in the process of revising:
Useful textbooks are the result of cohesive teamwork among carole DeHaven, Purdue University; Dr. Jamie f.
the publishing company, reviewers, and the authors. We Harvey, University of tennessee at chattanooga; Arthur
appreciate the professional group at Pearson for their major W. Miller, University of Montana; nate Mitchell, Athens
contributions to this text. We thank Sandy Lindelof, executive State University; Dr. Johann Murray, Peru State college;
editor, for her ongoing support and encouragement. Jen neubauer, coe college; Mary trinidad, University
We also appreciate the efficiency and competency of of texas Pan-American; virginia trummer, University
Alverne Ball, Project Manager, and all the others at integra of texas at San Antonio; vanessa Anton, northeastern
did a wonderful job handling the production of the text. to State University; Wendy cowan, Athens State University;
these and many other individuals at Pearson who go un- David Daum, University of Southern indiana; Mark Jenks,
named, please accept a hearty thank you. University of Arizona; todd Pennington, Brigham young
Dr. Heather erwin, University of Kentucky, was indis- University—Provo; Mark Urtel, indiana University-Purdue
pensible in this edition for her work on the supplementary University indianapolis.
xx
1
Elementary School
Physical Education
Learning Objectives
After studying this chapter, you should be able to:
• Justify the need for a quality physical education
program in elementary schools based on the health
benefits it can offer children.
• Cite the NASPE national standards for physical education.
• List program objectives and recognize the distinctive con-
tributions of physical education.
• Describe the educational reasons for including physical
education as part of the elementary school curriculum.
• Define physical education and its role in the elemen-
tary school experience.
• Explain how various pedagogical influences have
changed the course of elementary school physical
education programs.
• Identify essential components of a quality phys-
ical education program.
• Describe how various societal influences and
federal mandates have influenced elemen-
tary school physical education.
P
hysical education programs are a crucial element of the
school curriculum. If the paradigm of “healthy mind,
healthy body” is the path to each child’s total growth and
development, then physical education must be included to as-
sure that healthy body outcomes are reached. Systematic and
properly taught physical education can help achieve major
content standards including movement competence, main-
taining physical fitness, learning personal health and wellness
skills, applying movement concepts and skill mechanics, devel-
oping lifetime activity skills, and demonstrating positive social
skills. Cultural and educational factors have influenced modern
physical education programs with a common theme being
the need for physical activity. Physical educators now see the
importance of focusing physical education on physical activity
promotion. This entails maintaining quality standard-based physi-
cal education programs (i.e. quality instruction and quality curriculum)
coupled with efforts to promote physical activity beyond the gymnasium.
2 SECTIoN 1 • uNDErSTANDINg ThE NEED for PhySICAL EDuCATIoN
“Who ArE WE?” ASkED ThEA, A SECoND yEAr TEAChEr. you use, should all focus on what
In her two years of teaching and undergraduate work, she will get children to enjoy moving.
had read and learned about several different approaches Don’t worry about the next hot topic.
to physical education. keep up to date on them and inte-
“What do you mean? I sense some frustration” replied grate them in your program, but
Jim, her teaching partner with 25 years of physical educa- don’t get consumed and worry so
tion teaching experience. much. I probably sound like your
“Should we focus on skills? If so, which ones: sport dad, but you’re a hard worker,
skills or fundamental skills? Should we focus on fitness? you are going to be an outstand-
Are fit kids a sign of good P.E.? What about the gymnas- ing teacher. you want kids to
tics skills they used to teach when P.E. started? Should I love to move. Don’t forget that.
integrate math content in my lessons? I read all of this This renewed focus
stuff as I’ve been teaching and I just can’t figure it out.” on physical activity
Jim listened and then calmly replied, “Listen, I’ve leaders in schools
been doing this as long as you have been alive. And is perfect for you.
I have seen lots of approaches come and go, and come Again, physical activity
and go. Throughout your career you are going to see has always really been
this same phenomenon. one thing I’ve learned is that, what we are about, and this
regardless of the approach, the common thread is always role lets us take physical activ-
physical activity. from the german-Swedish influence you ity promotion beyond lessons in
learned about in your coursework, to the new physical the gym and show the school
literacy push, the bottom line is that we need to get kids community that we care about
to want to be active. So, in my opinion, your approach kids’ health and want everyone
to teaching, the model you use, and the teaching style to get and stay active.”
Training programs designed for soldiers during World children. The press publicized
War I emphasized games and sports and proved more the comparative weakness of U.S.
effective than calisthenics alone. Therefore, school programs children, which led to the birth of the fitness
using games and sports for physical development soon fol- movement. The President’s Council on Physical
lowed. John Dewey, professor of philosophy at Columbia Fitness and Sports was established to promote physical
University, profoundly influenced educational theory in the fitness among school children and citizens of all ages.
mid-20th century. Interestingly, two of Dewey’s cardinal aims Currently, the council (now known as the President’s
of education stressed physical activities and gave impetus to Council on Fitness, Sports & Nutrition) is increasing the
the teaching of games and sports in schools. With the influ- emphasis placed on children’s physical activity and nutri-
ence of Dewey and military training, games and sports were tion. These changes are a result of research revealing an
valued and became part of the school curriculum. ever-increasing number of overweight and obese children
Programs stressing sports and games started in second- and adults. In turn, this concern fuelled a renewed focus
ary schools and filtered down to elementary physical educa- on fitness and physical activity in physical education.
tion. Physical education was often described by answering
the question, “What game are we going to play today?” pedAGOGicAl influenceS
During the Great Depression, when equipment was diffi- Teachers and professionals, who identify a need for dif-
cult to obtain and physical education teachers were almost ferent instructional methods and physical education pro-
nonexistent, physical education was relegated to a minor grams, are often motivated by dissatisfaction with the status
role, and many schools eliminated it entirely. quo and a desire to make physical education a more neces-
sary part of the school curriculum. The following are some
nATiOnAl cOncern AbOuT approaches that have influenced the course of elementary
phySicAl fiTneSS school physical education.
A renewed emphasis on fitness occurred in the 1950s,
after the publication of comparative studies (based on the movement education
Kraus-Weber tests) of fitness levels of U.S. and European Movement education originated in England and was in-
children. Kraus and Hirschland, (1954) compared the corporated into U.S. programs in the late 1960s. To some
strength and flexibility of 4,000 New York-area school degree, it was a revolt against structured fitness programs,
children with a comparable sample of Central European which included calisthenics done in a formal, regimented,
4 SECTIoN 1 • uNDErSTANDINg ThE NEED for PhySICAL EDuCATIoN
military style. The demanding fitness standards advocated education. In the process of movement, children learn to
by the President’s Council led some teachers to teach for distinguish between near and far, strong and weak, light
fitness outcomes rather than presenting a balanced physical and heavy, and high and low. Physical education gives chil-
education program that included skills and concepts. This dren the opportunity to understand and experiment with
practice created a backlash among some physical educators, such movement concepts.
who felt that creativity, exploration, and cognition should The Fitness for Life program (Corbin and Lindsey,
also be focal points of teaching. 2007) takes a conceptual approach to physical education.
Movement education methodology featured problem Students receive information associated with physical
solving and exploration, thus shifting some of the respon- activity and health in a lecture and then use the information
sibility for learning to the children. Adopting movement on themselves or on peers in a laboratory (i.e., physical
education led to the rejection of physical-fitness-oriented education) setting. This program emphasizes information,
activities, especially calisthenics, which were labelled training appraisal procedures, and program planning. Students are
and not education. Controversy arose over applying move- expected to understand the “how, what, and why” of physi-
ment principles to the teaching of specific skills, particularly cal activity and exercise. They learn to use diagnostic
athletic skills. Schools tended to apply the exploration meth- tests in areas such as cardiovascular endurance, muscular
odology to all phases of instruction without examining its strength and endurance, flexibility, body composition, and
effectiveness. Nevertheless, movement education resulted in motor ability.
better teaching methodologies and increased emphasis on Some teachers believe that taking an academic
instruction focused on the individual. Movement educa- approach focused solely on knowledge and cognitive
tion also offered an opportunity for diversity of movement growth instead of physical skills and activity will place
through creative instructional methods and allowed students physical education on par with other academic disciplines.
of all ability levels to succeed. Others believe that increasing student knowledge changes
students’ attitudes and behavior, thus encouraging them to
perceptual–motor programs incorporate physical activity into their life styles. However,
The focus of perceptual–motor programs was to remedy research supports neither of these beliefs. Increasing a
learning difficulties attributed to a breakdown in perceptual– person’s knowledge does not ensure a change in behavior.
motor development. Theorists held that children progressed Most individuals who smoke know that smoking is det-
in an orderly way through growth and developmental stages rimental to one’s health, yet still smoke. Students must
from head to foot (cephalocaudally) and from the center of experience and learn physical skills and understand their
the body outward (proximodistally). When disruptions, lags, conceptual components. Because it is the only place in the
or omissions occurred in this process, certain underlying curriculum where physical skills are taught and learned,
perceptual–motor bases failed to develop fully and impaired physical activity is—and must remain—the core compo-
the child’s ability to function correctly in both physical and nent of physical education.
academic settings.
Perceptual–motor programs flourished due to concern federAl mAndATeS
for slow (or delayed) academic learners. Some children, who Occasionally, legislation is passed that affects physical edu-
were identified as academically challenged, demonstrated cation curriculum and instruction. The following legisla-
motor problems involving coordination, balance and pos- tive mandates, in particular, continue to influence physical
tural control, and relationships involving time and space. education programs throughout the United States.
Perceptual–motor programs attempted to remediate these
shortcomings and gave physical education teachers hope Title iX: equal Opportunity for the Sexes
that their profession would be viewed as integral to a child’s Title IX of the Educational Amendments Act of 1972
academic success. However, when researchers examined has significantly affected most secondary school physi-
the effectiveness of such programs, they discovered that cal education programs. This federal law has less effect
perceptual–motor activities did not improve academic on elementary school physical education because most
achievement. Today, few perceptual–motor-based physical programs at this level have long been coeducational. Title
education programs still exist, but they continue to contrib- IX rules out separation of the sexes and requires all offer-
ute to today’s programs with the integration of perceptual– ings to be coeducational. The law is based on the principle
motor principles into skill-learning sequences, such as using that school activities and programs are of equal value for
both sides of the body, practicing balance skills, and so forth. both sexes and that students should not be denied access to
participation on the basis of gender. The legal ramifications
conceptual learning of Title IX have forced schools to provide equal access to
Conceptual understanding (i.e., applying abstract ideas physical education activities for boys and girls. Organizing
drawn from experience) plays an important part in physical separate competitions for the sexes is permissible, provided
ChAPTEr 1 • ELEmENTAry SChooL PhySICAL EDuCATIoN 5
that mixed participation in an activity would be hazardous. Americans are overweight or obese (National Center for
In principle, the law also dictates that the most qualified Health Statistics, 2011). Much of this increase is attributed
teacher—regardless of gender—provides instruction. to a decrease in physical activity and an increase in the
Title IX also tries to eliminate sexism and sex-role number of calories consumed. 1
typing. Human needs and opportunities must prevail over Physical education programs must focus on improv-
traditional sexual stereotypes of masculinity and feminin- ing students’ health status, particularly their eating hab-
ity. Segregating children by sex in elementary school physi- its and physical activity. The Child Nutrition and WIC
cal education classes is indefensible because it eliminates (Women, Infants, and Children) Reauthorization Act
the opportunity for children to learn at an early age that of 2004 required that all school districts with a feder-
gender differences are negligible when it comes to the ally funded school meal program develop and imple-
desire to perform well athletically. ment wellness policies addressing nutrition and physical
activity. This act offers physical educators an excellent
pl 94–142: equal rights for Students opportunity to provide physical activity and eating behav-
with disabilities ior programs in their classes. In doing so, this becomes
Public Law 94–142 mandates that all children have the an opportunity to change the entire school environment
right to a free and public education and that they must be rather than merely implement a minor curriculum change.
educated in the least restrictive educational environment Changing the school environment requires the efforts of
possible. No longer can the 3.5 to 4 million U.S. children the entire school community—namely, parents, classroom
with disabilities be assigned to segregated classes or schools teachers, administrators, and students. Some hope exists
unless a separate environment is determined by due pro- that, if implemented correctly, this mandate could elevate
cess to be in the child’s best interest. A 1990 amendment, physical education programs and physical educators to a
Public Law 101–476 (also known as IDEA—Individuals prominent role in the total school curriculum and school
with Disabilities Education Act), continues with the objec- environment.
tive of providing handicapped individuals with the least
restrictive environment in the school setting. cOnTempOrAry SOciAl influenceS
Inclusion (mainstreaming) is the term used for the A nationwide concern for health
practice of placing children with unique needs into regular and physical Activity
classroom settings. These laws have allowed many children Every decade, the United States sets goals and objectives
with unique needs (special needs) to participate in regular with 10-year targets designed to guide national health
physical education classes. PL 101–476 often necessitates promotion and disease prevention to improve the health of
changing the school’s structure and educational procedures Americans.
as well as the viewpoints and attitudes of its personnel. The most recent document Healthy People 2020 (U.S.
Many teachers lack the educational background, experi- Department of Health and Human Services, 2010) emphasizes
ence, or inclination to handle children with disabilities. a commitment that all people live long and healthy lives. Four
The answer is not to ignore the problem, but to provide major goals are listed in this document: (1) attain high quality,
teachers with the knowledge and constructive approaches longer lives free of preventable disease, disability, injury, and pre-
that allow them to successfully teach children with all mature death; (2) achieve health equity, eliminate disparities, and
levels of ability. improve the health of all groups; (3) create social and physical
Besides the inclusion of students with unique needs environments that promote good health for all; and (4) pro-
into regular education classes, PL 101–476 also mandates mote quality of life, healthy development,
that each such student receive a specific learning pro- and healthy behaviors across
gram, called an individualized educational program (IEP). all life stages. The Heal
Establishing the child’s due process committee, developing thy People document
the IEP, and monitoring the program to ensure it is in the is massive and in-
student’s best interest is a considerable challenge. IEPs, cludes many topics
which help make education more personal and individual, of particular rele-
can be used for able children as well. vance to health and
physical educators.
child nutrition and wic reauthorization Some topics of inter-
Act of 2004 est include adolescent health,
Nationally, widespread concern exists about the health sta- early and middle childhood health, nutrition and weight con-
tus of American, sparticularly physical activity and nutri- trol, physical activity, and social determinants of health. This
tion. The number of overweight Americans has increased document can be an excellent resource for teachers who want
rapidly in the past 15 years. Today, more than 65% of to design a program that will help meet the 2020 goals.
6 SECTIoN 1 • uNDErSTANDINg ThE NEED for PhySICAL EDuCATIoN
The problem of weight control merits special atten- to stop being a moving target and to encourage others to
tion in elementary school. Unless their lifestyle changes at see the value of a quality physical education program that
an early age, obese children usually become obese adults. improves the health and welfare of students and ultimately
Activity levels track into adulthood—active children become mature citizens.
active adults, whereas inactive children become inactive On the other hand, it is important to acknowledge
adults (Raitakari et al., 1994). that outside influences impact what we do in physical
Human wellness for children is most effectively en- education. In recent years, legislation emphasizing the
hanced when classroom teachers, physical education spe- use of standardized testing to measure student academic
cialists, parents, administrators, and the entire community achievement and thus school effectiveness has impacted
work together. Identifying wellness as a common goal for physical education. Responding to a perceived decline
all school children makes physical education an integral in academic performance, many school curricula focus
part of the total school curriculum. Wellness instruction heavily, if not entirely, on teaching students math and
teaches concepts that help students develop and maintain reading. To increase academic time in these areas, less
an active lifestyle. Understanding the importance of daily time is allocated to special areas, including physical
physical activity and providing students an environment education. The demand for uninterrupted academic time
conducive to physical activity increases the odds that stu- often makes it difficult to schedule physical education
dents will stay active throughout their lives (Dale, Corbin, time for children beyond one, or maybe two, days per
& Cuddihy, 1998). week. In some regions, so-called “back to basic” schools
The Surgeon General’s report on Physical Activity eliminated all curricular content not focused on math
and Health (USDHHS, 1996) clearly outlined the health and reading.
and wellness benefits of physical activity for all ages. As a According to the School Health Policies and Practices
result, efforts are underway to promote physical activity Study (SHPPS) 2006 report, the number of students
among all segments of the population. Today’s educators receiving physical education declines from about 50% in
are increasingly focused on integrating physical activity grades 1–5 to about 20% in grade 12 (Lee et al., 2007).
into a healthful lifestyle. This focus is pushing physical Because many states and schools allow exemptions from
educators to develop programs that teach more than fit- physical education classes, the actual percentage of stu-
ness, skill activities, and games. dents receiving instruction is even lower. Only about 4%
of elementary schools provide daily physical education all
year for their students (Lee et al., 2007). When physical
The currenT STATuS Of education is provided at these grade levels, a “specialist”
often teaches it—though many people with this title lack
phySicAl educATiOn in valid credentials.
The uniTed STATeS In most schools, children receive about 25 hours of
Physical education has changed its instructional focus so overall instruction weekly. Physical education may be
often that teachers, parents, and students wonder what a scheduled for 30–60 minutes a week in a school that cares
quality program should deliver to students. The changes about physical education, meaning that only 2–4% of the
are usually trends that last 5 to 7 years and then, when total instructional time is devoted to the health and well-
interest wanes, a new trend replaces it. For example, there ness of students. How can we expect children to value
has been a fitness push three times in the last 50 years. physical activity if physical education does not receive
When this effort to justify physical education was not adequate time for instruction? Instruction may be carried
found effective, programs disappeared and focused on the out by a classroom teacher or paraprofessional with little
next topic that could potentially justify the existence of concern for the quality of the experience. Often, up to four
physical education. Physical education’s focus has changed classrooms are sent to physical education at one time, so
so often that many people are unsure what physical educa- the student–teacher ratio is 120 to 1 (sometimes one or two
tion represents. When you say you are a physical education paraprofessionals are available to help). When class sizes
teacher, most people ask, “What sport do you coach?” are large, more time is spent on management and discipline
Colleges and universities have compounded the problem making the experience less than satisfactory. Often, for
by renaming their physical education departments kinesi- young children, how they are taught is more important than
ology, exercise science, sport studies, movement education, what they are taught. Physical education teachers deserve
and so on. Despite these barriers, we believe that promot- the same respect and class sizes as classroom teachers.
ing physical activity and healthy eating are outcomes that While these facts seem to paint a dim picture of physical
really matter for our inactive, overweight society. To this education, we believe the future of physical education is
end, physical education can have a strong impact on the bright and these barriers can be overcome to allow physical
public health of our society. It’s time for the profession education to prosper.
ChAPTEr 1 • ELEmENTAry SChooL PhySICAL EDuCATIoN 7
activities performed during the school years offer a school-based physical activity champion allows the physi-
bone mineral density benefits (i.e., the prevention of cal educator to maintain relevance and position themselves
osteoporosis) that carry over into adulthood (Bailey, as an essential part of the school. The following section
Faulkner, & McKay, 1996). describes more in-depth what this role might look like for a
7. Active children are more likely to become active adults. physical educator.
Telama et al. (1997) looked at retrospective and longi- The chAnGinG fAce Of The phySicAl
tudinal tracking studies and concluded that the results
educATiOn TeAcher
“indicate that physical activity and sport participation
in childhood and adolescence represent a significant Due to many factors physical activity and other healthy
prediction for physical activity in adulthood.” Raitakari behaviors in school settings are often restricted. More
et al. (1994) showed how strongly inactivity patterns time is being devoted to core content while time for physi-
track. In that study, the probability of an inactive cal education and other “frill” subjects is often reduced.
12-year-old remaining sedentary at age 18 was 51 to Schools can serve as a cost-effective resource for bat-
63% for girls and 54 to 61% for boys. Thus, an inac- tling poor health and physical inactivity of Americans.
tive family and school environment contributes to new Unfortunately, schools and teachers do not deem that
generations of inactive adults. a priority and are not trained or equipped to carry out
such a task. The physical educator in the school is the
most appropriate and qualified person to lead this charge.
Potential responsibilities of the physical activity leader
phySicAl educATOrS include organizing staff wellness programs, providing
prOmOTinG phySicAl AcTiviTy nutrition education, coordinating with food service direc-
Despite the many acknowledged benefits of physical edu- tors, and helping teachers integrate physical activity and
cation and a national call for more physical education health in the classroom. For the physical activity leader
(Institute of Medicine, 2012), the field continues to be to work most effectively, a shift in job responsibility must
marginalized. To combat this trend, physical education pro- occur. Aside from planning and other duties as assigned
grams must demonstrate that they are instructional, of high (e.g., bus duty), most physical educators teach 100% of
quality, and contribute uniquely to the school curriculum their time in the schools. Within this “shift,” schools need
and environment. Since 2007, many national programs and to allocate time for collaboration with others in the school
organizations—the most recent being Let’s Move Active and in the community to advocate for healthier behaviors
Schools (www.letsmoveschools.org)—have charged physi- for the entire school community.
cal educators and schools to take on a larger role in physical The physical activity leader spearheads environmental
education (Pate et al, 2006; NASPE, 2008; National Physical change, thus positively influencing the physical environment
Activity Plan for the United States, 2010). Some have ques- of the school by working with staff to post bulletin boards as
tioned this approach as abandoning the basis of physi- well as point-of-decision prompts promoting physical activity
cal education and see it as a threat to the field of physical and healthy behavior. These serve as reminders to make good
education. We feel this approach is essential. First, all the food selections at lunch, wash hands in the restroom, and
approaches used throughout the history of physical educa- invite a friend to participate in a recess game. The physical
tion continue to have one common denominator, physical activity leader can promote these behaviors by addressing
activity. While new trends come and go, at the root of these them during physical education lessons.
approaches is to provide physical activity for youth. Second, The notion of a fitness room or health club is another
to maintain the profession’s existence, it is essential that the possibility for promoting healthy behavior with students
field of physical education evolve to meet the desires and and teachers. Providing physical activity DVDs, resistance
needs of society. Taking on a focus of physical education bands, stability balls, and other equipment in a classroom
allows us to address what we know is a major public health or unused stage creates a place for staff to be active after
concern, physical inactivity. This does not suggest physical school, and the teachers can use that space as a reward for
educators discard current curricular models and approaches student effort in academic work during the school day.
to teaching, nor does it suggest that skills, fitness, and To make favorable changes to the social environment
knowledge no longer be taught. We must continue to incor- of the school, classroom teachers can be trained to pro-
porate quality instruction in physical education. However, vide activity breaks for their students throughout the day.
we must place more focus and emphasis on the public health Another classroom policy that can be endorsed is to limit
concern of physical activity promotion. the amount of “sit time” teachers allow their students. For
To meet this goal of establishing physical education as example, teachers should be encouraged to get their stu-
a tool for improving public health, physical educators must dents up and moving at least once every hour, which may
take on a larger, more prominent role in schools. Serving as be prompted by a school-wide announcement or signal
ChAPTEr 1 • ELEmENTAry SChooL PhySICAL EDuCATIoN 9
over the intercom. The physical activity leader may pres- nASpe cOnTenT STAndArdS
ent stress relief breaks for staff during faculty meetings or
provide informational health-related sessions during lunch- fOr phySicAl educATiOn
time in the faculty lounge. This section reviews each of the five NASPE national
standards and refers to the chapters that offer instruc-
1
tional activities and strategies designed to reach these
The cOnTenT Of phySicAl standards. Each chapter in this text also ends with a table
educATiOn showing how activities in the chapter contribute to the
Following agreed-upon guidelines or standards that have desired standards. A detailed discussion of what teachers
been proven to ensure children obtain a quality education can expect students to learn follows each standard. Also
are just as important for physical education as they are for included are two levels of outcomes for each standard:
traditional academic classes. Content standards are the a set for children at Developmental Level I (see pages
framework of any program because they determine the 11–16 for an in-depth discussion of developmental levels)
focus and direction of instruction. Standards specify what and a set for youth at Developmental Levels II and III
students should know and be able to do before advancing (grades 3–6).
to the next developmental level. Established standards can The 2013 NASPE standards include the term “physi-
significantly contribute to the overall goal of school and cally literate individuals.” Physical literacy refers to the
U.S. society—namely, to develop well-rounded individuals disposition that enables an individual to be active as a way
capable of contributing to society. Quality programs are of life (Whitehead, 2001). A physically literate individual
driven by standards that motivate children toward high- is one who is motivated to be active and has the physi-
level achievement. cal competence to engage in physical activity throughout
Physical education content standards are taught no- life. In essence, this new terminology does not change the
where else in the school curriculum. If these standards focus of physical education, that is, to provide students
are not achieved in physical education classes, children with the skills, knowledge, and attitude to be active for a
will leave school without a well-developed set of physi- lifetime. The most significant change in the new standards
cal skills. The National Association for Sport and Physical is the combination of the physical activity and fitness
Education (NASPE, 2013) has identified five major con- standards.
tent standards for physical education. The NASPE website
(www.aahperd.org/naspe/index.cfm) also provides a series
of assessment publications that offer a wide range of strate-
STAndArd 1: The physically literate individual
demonstrates competency in a variety of motor skills
gies for identifying student progress toward the standards.
and movement patterns.
The assessment series recommends a range of strategies,
including teacher observations, written tests, student logs,
student projects, student journals, class projects, and port- Standard 1 focuses on skill competency. All people want
folios. Assessment strategies offer teachers examples of to be skilled and competent performers. The elementary
many assessment styles, with the expectation that teachers school years are an excellent time to teach motor skills
will modify and select assessment tools appropriate to their because children have the time and predisposition to learn
own setting. them. The range of skills presented in physical education
To conform to the concepts of standards-based educa- should be unlimited; children need to encounter and learn
tion, this text presents fundamental content standards that as many different physical skills as possible. Because chil-
must be accomplished in physical education. Content stan- dren vary in genetic endowment and interest, they should
dards are presented in measurable terms so teachers and have the opportunity to learn about their personal abilities
schools can be held accountable for helping students reach a in many types of skills and settings.
predetermined level of achievement. Though accountability
is important, abuse can occur when teachers are rewarded movement concepts Skills
based solely on student achievement levels. Some teachers The classification of movement concepts (Chapter 15)
may turn to memorization, drill, and rote learning and includes body and space awareness, qualities of movement,
may encourage practice solely in areas where students will and relationships. Learning the skills is insufficient; chil-
be tested. In physical education, this often means teach- dren need to explore them in a variety of settings, too. This
ing only fitness test activities so students score well on a standard ensures children will be taught how movement
mandated physical fitness test. This approach can result in concepts are classified and is designed to give children an
a program that satisfies the school’s accountability concerns increased awareness and understanding of the body as a
but does little to give students a well-rounded physical vehicle for movement while acquiring a personal vocabu-
education. lary of movement skills.
10 SECTIoN 1 • uNDErSTANDINg ThE NEED for PhySICAL EDuCATIoN
locomotor Skills
Locomotor skills (Chapter 16) are used to move the body
from one place to another or to project the body upward, as
in jumping and hopping. These skills also include walking,
running, skipping, leaping, sliding, and galloping.
nonlocomotor Skills
Nonlocomotor skills (Chapter 16) are done in place, with fiGure 1.2 Learning body management skills.
little spatial movement. These skills, which are not as well
defined as locomotor skills, include bending and stretching,
pushing and pulling, balancing, rolling, curling, twisting,
turning, and bouncing.
Specialized motor Skills
Specialized skills are used in various sports and other areas of
manipulative Skills physical education, including apparatus activities, tumbling,
Manipulative skills (Chapter 17) are developed by han- dance, and specific games. Specialized skills receive increased
dling some type of object (Figure 1.1). Most of these skills emphasis beginning with Developmental Level II activi-
involve the hands and feet, but other parts of the body ties. In developing specialized skills, progression is attained
also are used. The manipulation of objects leads to better through planned instruction and drills. Many of these skills
hand–eye and foot–eye coordination, which are particu- depend on specific techniques, so teaching emphasizes cor-
larly important for tracking items in space. Manipulative rect form and procedures.
skills are basic to many games. Propelling (throwing, strik-
ing, striking with an implement, kicking) and receiving
body management Skills
(catching) objects are important skills that can be taught by Efficient movement of the body (Chapter 18) requires the
using beanbags and various balls. Rebounding or redirect- integration of various physical traits, including agility, bal-
ing an object in flight (e.g., a volleyball) and continuous ance, flexibility, and coordination (Figure 1.2). Students
control of an object, such as a wand or a hoop, are also also need to learn how to control their bodies while on
manipulative activities. large apparatus such as beams, benches, and jumping
boxes.
Gymnastic Skills
Gymnastic activities (Chapter 20) contribute significantly to
fiGure 1.1 Developing manipulative skills. children’s overall physical education experience in elementary
schools. Gymnastic activities develop body management skills
ChAPTEr 1 • ELEmENTAry SChooL PhySICAL EDuCATIoN 11
without the need for equipment and apparatus. Flexibility, Outcomes for developmental levels ii
agility, balance, strength, and body control are enhanced by and iii Students
participating in gymnastics. Students learn basic gymnastic
A. Perform specialized sport skills with mature form
skills, such as rolling, balancing, inverted balancing, and tum- 1
(e.g., throwing, catching, dribbling with foot and hand,
bling, in a safe and gradual way.
kicking and striking, batting, punting, and passing).
Game Skills b. Use sport skills in various activities, such as pass-
Games (Chapter 22) provide children with the opportunity ing a volleyball, dribbling a basketball, and batting a
to apply newly learned skills in a meaningful way. Many softball.
games develop large muscle groups and enhance the ability c. Perform a wide variety of gymnastic skills, including
to run, dodge, start, and stop under control while sharing tumbling, inverted balances, individual stunts, and
space with others. Through games, children experience partner stunts.
success and accomplishment. Social objectives that can be
d. Perform body management skills on a variety of appa-
achieved through games include developing interpersonal
ratus, including benches, balance beams, and climbing
skills, conflict resolution, accepting rule parameters, and
ropes.
increasing self-knowledge in a competitive and cooperative
situation. e. Move rhythmically in various settings, including folk,
square, and line dances; rope jumping; and rhythmic
Sport Skills gymnastics.
Students learn basic sport skills (Chapters 24–30) and then f. Apply a wide variety of locomotor and manipulative
practice them in various drills. After learning and practicing game skills in minimally organized game settings.
the skills, students apply them in lead-up activities. Lead-up G. Incorporate specialized sport skills in a variety of sport
activities reduce the number of skills children must use to lead-up games.
succeed, thus leading to more successful participation. Sport
skills require proper techniques, so cognitive learning is also
important.
STAndArd 2: The physically literate
Outcomes for developmental level i individual applies knowledge of concepts, principles,
strategies, and tactics related to movement and
Students
performance.
A. Apply movement concepts—such as body and space
awareness, relationships, and qualities of movement—
to various locomotor and body management skills. The school years are a time to experience and learn many
b. Move efficiently using various locomotor skills, such as different types of physical activities and skills. Standard 2
walking, running, skipping, and hopping. gives students the opportunity to learn the basic concepts
c. Combine locomotor and nonlocomotor skills into move- of movement (Chapter 15), which can help them under-
ment themes (e.g., supporting body weight, forming stand what, where, and how the body can move. Again,
bridges, and receiving and transferring weight). the emphasis is on experiencing the diversity of human
movement. By learning the correct mechanics of skill per-
d. Perform body management skills on the floor and on formance (Chapter 3), students leave school knowing about
apparatus, including benches, balance beams, individual stability, force, leverage, and other factors related to effi-
mats, and jumping boxes. cient movement.
e. Use various manipulative skills, such as tossing, throw- Instruction is focused on teaching students to be self-
ing, catching, and kicking. directed learners who can evaluate their performance and
f. Move rhythmically in various settings, including fun- self-correct their skill technique. To become competent per-
damental rhythms, creative rhythms, and simple folk formers, they must understand that motor skills are learned
dances. only through repetition and refinement (two of the three
R’s of physical education). Because many adult activities are
G. Perform simple gymnastic skills, such as animal walks, done alone, students need to learn how to warm up before
body rolling, simple balances, and inverted balances. an activity and cool down when finished. Understanding
h. Use various locomotor skills in minimally organized simple principles of motor learning (Chapter 3), such as
game settings, such as running, dodging, evading, and practice, arousal, and skill refinement, can be applied to
stopping. future experiences.
12 SECTIoN 1 • uNDErSTANDINg ThE NEED for PhySICAL EDuCATIoN
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.