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 Fourth
Edition
A Comprehensive Text for Teaching Physical Activity to Elementary Children
Physical activity is essential for the growing child. Elementary Classroom Teachers as Movement
Educators provides elementary teachers with the knowledge and skills to incorporate movement
and physical activity into the school day, thus preparing their students to lead a healthy life and to
achieve academic excellence.
The updated fourth edition continues to cover the traditional physical education content including

Elementary Classroom Teachers

motor learning and development, exercise physiology, curriculum, safety, and pedagogy in an in-depth
way that is meaningful to the classroom teacher. In addition, special topics include motivating
children to be active, teaching activity to children with special needs, integrating academic subject

as Movement Educators
content and physical activity in the classroom, and using recess as quality movement time.

Highlights of Elementary Classroom Teachers as Movement Educators include:

• New Emphasis on the Mind-Body Connection: Expanded coverage reflects the recent
research findings on the positive connection between physical activity and student academic
performance.
• New Illustrative Material: The illustrations (at the intermediate and advanced levels) show
the typical performance of the basic motor skills. Each illustration shows the full movement
sequence, from start to finish.
• New Emphasis on Establishing a Caring Community: Such a community within the elementary
classroom allows the teacher and children to become partners in the educational process.

Hallmark Features:
• Many ready-to-use learning activities and lessons are found within the text, including Instant
Activities, Quick Lessons, Classroom Learning Stations, and Special Events. Please see the

MD DALIM #1158307 08/08/11 CYAN MAG YELO BLK

inside back cover for more information.
• The text also focuses on integrating movement into the academic curriculum—showing how physical
activity can be performed in the classroom to teach subject content (e.g. math, science, reading).

Visit the Online Learning Center (www.mhhe.com/kovar4e) for a wealth of additional instructor
and student resources including a test bank, instructor’s manual, and student quizzing.

Kovar • Combs • Campbell

Fourth Edition

Napper-Owen • Worrell
This text is available as an eTextbook at www.CourseSmart.com. At
CourseSmart you can take advantage of significant savings off the cost of
a print textbook, reduce your impact on the environment, and gain access to powerful web tools
for learning. You can choose to view your CourseSmart eTextbooks online or downloaded to your
computer. CourseSmart eTextbooks allow you to do full text searches, add highlighting and notes,
and share your notes with your classmates. CourseSmart has the largest selection of eTextbooks
available anywhere. Visit www.CourseSmart.com to learn more and to try a sample chapter. Elementary Classroom Teachers
as Movement Educators
Susan K. Kovar • Cindy A. Combs • Kathy Campbell
Gloria Napper-Owen • Vicki J. Worrell
 Confirming Pages

Contents

Preface xiv Special Event 1.1 Celebrating National Physical

About the Authors xx Education and Sport Week 27
ELEMENTS
1 What Is Physical Education?
W 1 INSTANT ACTIVITY 1.1 Dice Math 5
INSTANT ACTIVITY 1.2 Striking Practice 9
Objectives 1 INSTANT ACTIVITY 1.3 Marching 13
The Case for Physical Activity in the
School 2
The Role of the Classroom Teacher as a
2 M
Motor Development and Motor
Movement Educator 4 Learning for Children 29
Advocating and Providing Daily Physical Activity for
Objectives 29
Elementary School Children 4
Forming Partnerships with Physical Education Introduction to Motor Development
Teachers 5 and Motor Learning 29
Knowing and Using National and State Standards 5 Physical Growth and Motor Development in
Enhancing Physical Activity Teaching Skills 6 Children 30
Supporting the Value of Lifelong Physical Activity 6 Cognitive Implications for Motor Development 31
Joining Schoolwide Initiatives to Achieve Affective Implications for Motor Development 32
Wellness 6 Motor Development Concepts 32
Physical Education and Movement Head to Toe Development 33
Defined 6 Torso to Limb Development 33
Learning About and Through Movement 7 Factors Affecting Motor Development 34
Movement Terminology 7 Readiness to Learn 35
Stages of Performance 35
Elementary Physical Education Today 9
Adheres to Principles and Standards 10 Motor Learning Concepts 38
Emphasizes Lifetime Physical Activity 11 Concept of Attention Limits 38
Connects to the Classroom 12 Concept of Transfer 38
Concept of Skill Demonstrations 39
Recess as Quality Movement Time 14
Concept of Task Progression 39
The Benefits of Recess 14
Concept of Feedback 41
The Role of the Classroom Teacher 15
Summary 16 Strategies to Facilitate Learning 42
Choosing Appropriate Practice Progressions 42
Chapter Activities 17 Keeping Your Opportunities Developmentally
Internet Resources 17 Appropriate 43
Bibliography 17 Summary 44
Quick Lesson 1.1 Match the Diagram 19 Chapter Activities 45
Quick Lesson 1.2 Challenge Long Jump 20 Internet Resources 45
Quick Lesson 1.3 Chase the Leader 21
Bibliography 45
Quick Lesson 1.4 Jump for Fitness 22
Quick Lesson 1.5 Create Your Own Sport 23 Quick Lesson 2.1 Individual Exploration of Space,
Quick Lesson 1.6 Opposite Hand 24 Effort, and Levels 47
Quick Lesson 1.7 My Physical Activity Journal 24 Classroom Learning Station 2.1 Are We All the
Classroom Learning Station 1.1 Today’s Popular Same? 48
Sports 26 Special Event 2.1 Health and Movement Fair 49

vi

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ELEMENTS
INSTANT ACTIVITY 2.1 Tracking Height 31
INSTANT ACTIVITY 2.2 Do We Perform the
Same? 36
INSTANT ACTIVITY 2.3 Child-Designed Physical
Activity 40
3 M
Movement Components
and Skill Development
Objectives 51
Introducing the Movement Map 51
Body Movements: Ways the Body Moves
Locomotor Skills 53
Nonlocomotor Skills 53
Manipulative Skills 54
Body Awareness: What the Body Can
Do 62
Transferring Body Weight 62
Balancing or Weight Bearing 62
Flight 62
Shapes 77
Focus 77
Space Awareness: Where the Body
Moves 77
Personal Space 77
General Space 77
Directions 78
Levels 78
Pathways 78
Size 78
Qualities of Movement: How the Body
Moves 78
Time or Speed of Movement 78
Effort or Force of Movement 79
Free Flow and Bound Flow 79
Relationships: How the Body Relates
Matching Movements 79
Contrasting Movements 80
Simultaneous and Successive Movements
Using Equipment 80
The Role of the Classroom Teacher in
Promoting Skill Development 81
Summary 81
Chapter Activities 82
Internet Resources 82
Bibliography 82
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Contents vii
Quick Lesson 3.1 Partner Kickball 83
Quick Lesson 3.2 Olympic Runner 84
Quick Lesson 3.3 Meet and Part 85
Quick Lesson 3.4 Major League Throw
and Catch 86
Classroom Learning Station 3.1 Fine Motor
Station 87
Special Event 3.1 Who Wants to Be a
Millionaire? 88
51 ELEMENTS
INSTANT ACTIVITY 3.1 Collapse 54
53 4 E
Exercise Concepts and Fitness
Education 89
Objectives 89
What Is Fitness Education? 89
Wellness versus Health 91
Physical Fitness versus Physical Activity 91
Physical Activity versus Exercise 92
Exercise and Health Risk Factors 92
High Cholesterol 93
Hypertension (High Blood Pressure) 93
Smoking 94
Overweight and Obesity 95
Physical Inactivity 96
Diabetes 96
The Human Body and Activity 97
The Engine for Activity: The Cardiovascular
System 97
The Apparatus for Activity: The Musculoskeletal
System 102
The Vehicle for Activity: The Body’s
Composition 105
Implementing Fitness Education in the
Classroom 106
79 Exercise Principles for Developing Fitness 107
The FITT Principle 108
Warm Up and Cool Down 108
80 Implementing Fitness Activities 109
Fitness Testing 111
The Role of the Elementary Classroom
Teacher as a Fitness Educator 112
Summary 112
Chapter Activities 112
Internet Resources 113
Bibliography 113
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viii Contents
Quick Lesson 4.1 How Arteries Become
Clogged 115
Quick Lesson 4.2 Measuring Blood
Pressures 116
Quick Lesson 4.3 The Circulatory System 117
Quick Lesson 4.4 How Hard Am I Working? 118
Quick Lesson 4.5 Muscular Strength 119
Quick Lesson 4.6 Muscular Endurance 120
Quick Lesson 4.7 Flexibility 121
Quick Lesson 4.8 Walking 124
Quick Lesson 4.9 Heart Rate Games 125
Classroom Learning Station 4.1 Coronary Heart
Disease Risk Factors 127
Classroom Learning Station 4.2 How to
Determine the Heart Rate 128
Classroom Learning Station 4.3 Which Muscle
Is Which? 130
Special Event 4.1 Are We There Yet? 132
ELEMENTS
INSTANT ACTIVITY 4.1 Impaired Breathing 95
INSTANT ACTIVITY 4.2 The Heart Beating 97
INSTANT ACTIVITY 4.3 Listening to the
Heart 99
INSTANT ACTIVITY 4.4 Determining Heart
Rates 99
INSTANT ACTIVITY 4.5 Heart Rate and
Activity 100
5 P
Planning for Children with
Diverse and Special Needs
Objectives 133
Infusion-Based Approach 134
Experience Alters Attitudes 134
Developing Critical Reflection 134
Fear of the Unknown 134
Understanding and Accepting Diversity
A Teacher’s Fingerprint 136
A Child’s Fingerprint 136
Blending Fingerprints 136
Disabilities Require a Deeper
Understanding 137
Journey to Discover Realities 137
Reality Tours 138
Reality Tour 1: The Perceptions of an Experienced
Professional 138
Reality Tour 2: The Perceptions of a
Caregiver 140
Reality Tour 3: The Perceptions of a Child with a
Disability 140
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Confirming Pages
Understanding and Adapting to
Disabilities 141
Requirements by Law 141
Inclusion 142
Collaboration 143
Learning Disabilities 144
Mental Disabilities 145
Emotional and Behavioral Disturbances 147
Sensory Impairments: Visual 148
Sensory Impairments: Auditory 151
Orthopedic and Physical Impairments 151
General Modifications 154
Summary 158
Chapter Activities 159
Internet Resources 159
Bibliography 159
Quick Lesson 5.1 All-Star Bulletin Boards 161
Quick Lesson 5.2 Getting to Know Your
Classmates 162
Classroom Learning Station 5.1 Locomotor Sign
Language 163
Special Event 5.1 Simulation Activities 164
ELEMENTS
INSTANT ACTIVITY 5.1 Similarities and
Differences 137
6 P
Physical Education
133 Curriculum 165
Objectives 165
What Does a Quality Elementary Physical
Education Program Look Like? 166
Program Characteristic 1: Developmentally
Appropriate Activities 166
Program Characteristic 2: Skill and Fitness
135
Improvement 167
Program Characteristic 3: Promotion of Physical
Activity 167
Program Characteristic 4: Facilitation of Learning 168
Program Characteristic 5: Maximization of Active
Learning Time 169
Program Characteristic 6: Indirect Competition and
Cooperation 169
Program Characteristic 7: Inclusion of Many
Movement Forms 169
Program Characteristic 8: Integration of Academic
Content 170
Program Characteristic 9: Ongoing Student and
Program Assessment 170
8/10/11 4:54 PM
 Confirming Pages

www.mhhe.com/kovar4e Contents ix

Program Characteristic 10: Compliance with Federal Providing Feedback to Students 208
Mandates 170 Guidelines for Quality Feedback 208
Program Characteristic 11: Appropriate Instructional Individual versus Group Feedback 209
Time 171 Sources of Feedback 209
Who Is Responsible for Quality Physical Organizing Students for Activity 209
Education? 172 Common Organizational Routines 210
How to Build a Quality Elementary Physical Using Routines to Reduce Management Time 211
Transitioning from One Activity to Another 212
Education Program 172
Supervising Class Activities 214
Selecting a Guiding Philosophy 173
Establishing School-Level Program Goals 173 Helping Students Choose Responsible
Determining Grade-Level Goals and Behavior 216
Benchmarks 174 Establish a Caring Community in the Classroom and
Developing the Scope and Sequence for Program Gymnasium 216
Content 175 Teach Social Skills to Shape Student Behavior 218
Writing Lesson Plans 178 Implement Appropriate Self-Management
Assessing Students 181 Techniques 218
Assessing Program Effectiveness 185 Shared Responsibility 221
How to Use Existing District Curriculum Summary 221
Guides 187 Chapter Activities 222
Content of the Curriculum Guide 187 Internet Resources 222
Using the Curriculum Guide 187
Bibliography 222
Summary 187
Quick Lesson 7.1 Movement Exploration with
Chapter Activities 188
Beanbags 224
Internet Resources 188 Classroom Learning Station 7.1 Creating Bumper
Bibliography 188 Stickers 225
Special Event 7.1 Challenge Play Day 226
Quick Lesson 6.1 The Benefits of an Active
Lifestyle 191 ELEMENTS
Classroom Learning Station 6.1 Exercise INSTANT ACTIVITY 7.1 Portraying Words and
Bands 193 Phrases Through Movement 202
Special Event 6.1 Parents’ Night: Fitness and INSTANT ACTIVITY 7.2 New Ways to
Wellness 194 Bowl 203

ELEMENTS
INSTANT ACTIVITY 6.1 Alphabet Jumble 168
INSTANT ACTIVITY 6.2 Cooperative Musical
8 C
Curriculum Integration in the
Chairs 170 Classroom 227
INSTANT ACTIVITY 6.3 Target Toss Math 171
Objectives 227
Benefits of Integrated Curriculum 227
Criteria and Planning for Integration 228
7 M
Managing and Teaching the Using the Multiple Intelligences 230
Physical Education Lesson 195 Brain-Based Learning 232
Integrated Games and Activities 236
Objectives 195 Language Arts 237
Organizing and Teaching the Lesson Math 238
Content 195 Social Studies and Geography 239
The Typical Physical Education Class 197 Science 240
Organizing the Physical Education Lesson Anatomy and Physiology 241
Content 197 Health and Nutrition 243
Teaching the Physical Education Lesson 198 Designing Theme Units in Subject Areas 243

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 Confirming Pages

x Contents

Cultural Integration
Diversity and
249
Technology 249
10 Sociological Aspects of
Diversity and Research 249 Children Moving 289
Diversity and Academic Subjects 250
Diversity and Dance 251 Objectives 289
Summary 251 The Socialization of Children 290
The Process of Socialization 290
Chapter Activities 251 Socialization Agents 291
Internet Resources 252 Movement as a Socialization Agent 293
Bibliography 252 Socializing Children to Be Physically
Quick Lesson 8.1 Olympic Jeopardy 254 Active 295
Classroom Learning Station 8.1 How Many in The Influence of Parents 296
Our Theme? 257 The Teacher–Parent Partnership 296
Special Event 8.1 Read and Romp Day 258 Inclusion as a Socialization Issue 297
Respecting Diversity 298
ELEMENTS
Providing Quality Instruction 299
INSTANT ACTIVITY 8.1 Demonstrating the
Different Definitions of the Word Level 229 Teaching and Assessing Social Skills in the
Movement Setting 300
Elements Contained in Most Models 301
9 M
Motivating Children to Be Models for Teaching Social Skills 302
Assessment of Social Skills 306
Physically Active 261
Summary 310
Objectives 261 Chapter Activities 310
Using Motivational Pedagogical Internet Resources 310
Techniques 262
Instill Feelings of Motor Skill Competency in
Bibliography 310
Children 263 Quick Lesson 10.1 Scooters as Wheelchairs 313
Build Intrinsic Motivation 266 Classroom Learning Station 10.1 Tell Me
Involve Students 272 Something About You 314
Promoting Physical Activity 275 Special Event 10.1 Grandparents’ Day 316
Be Physically Active Yourself 275 ELEMENTS
Model Enthusiam and Interest for Your
INSTANT ACTIVITY 10.1 Floor Patterns 292
Students 276
INSTANT ACTIVITY 10.2 Hula Hoop Fun 293
Join with Others in the School 276
INSTANT ACTIVITY 10.3 Stretchies 296
Join with Others in the Community 277
INSTANT ACTIVITY 10.4 Stand Up, Sit
Summary 277 Down 300
Chapter Activities 278
Internet Resources 278
Bibliography 278
11 C
Creating a Physically Safe
Quick Lesson 9.1 Student Voices 280
Movement Environment 317
Classroom Learning Station 9.1 Bowling 282 Objectives 317
Special Event 9.1 Create and Share 288
Safety Is Your Concern 317
ELEMENTS General Legal Concepts 318
INSTANT ACTIVITY 9.1 Mac the Crab 269 Risk Management Plans 319
INSTANT ACTIVITY 9.2 Push-up Hockey 273 Rules for Student Conduct 319
INSTANT ACTIVITY 9.3 Follow the Leader 276 Caring for Injuries 320

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Selecting Curriculum Activities 321
Dangerous Activities 321
Activities Related to Lesson Objectives 322
Age-Appropriate Activities 322
Activities for Students with Disabilities 322
Current “Best Practices” in Safety 323
Up-to-Date Methods of Instruction 323
Task Progressions 325
Supervision Techniques 326
Documenting Safety Practices 329
Adequate Physical Environments (Indoors
and Outdoors) 330
Maintenance, Storage, and Use of Equipment 330
Maintenance of Activity Surfaces and Spaces 330
Adequate Space for Activities 331
Reporting Unsafe Conditions 331
Adapting to Weather Conditions 331
Summary 331
Chapter Activities 332
Internet Resources 332
Bibliography 332
Quick Lesson 11.1 Walking and Stretching 334
Classroom Learning Station 11.1 Low Balance
Beam 336
Special Event 11.1 Friday Afternoon Game Day 337
ELEMENTS
INSTANT ACTIVITY 11.1 No Touch 320
INSTANT ACTIVITY 11.2 The Krinkle Slide 325
INSTANT ACTIVITY 11.3 Body Balance 328
12 Recess as Quality Movement
Time 339
Objectives 339
The Roles and Benefits of Recess in the
Educational Process 340
Physical Education versus Recess 340
Arguments against Providing Recess 341
Arguments in Favor of Providing Recess 341
Setting the Stage for Quality Recess
Experiences 345
Obstacles That Prevent Play Experiences 345
The Amount and Timing of Recess 346
Appropriate Recess Spaces and Equipment 347
Typical Recess Behavior 348
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Confirming Pages
Contents xi
Helping Children Construct Quality Recess
Time 352
Rules of Conduct 352
A Safe Environment 352
Recess as Free Play 354
Stimulating Physical Activity 354
Calming Activities 356
Encouraging Inclusion 356
Active Indoor Recess Periods 357
Recess Programs That Work 357
Newton, New Jersey: Teaching Prosocial Skills 358
Warren, Rhode Island: Play Fair 358
Derby, Kansas: Peer Mediators 358
Wells, Maine: Playground Leaders 359
Lusaka, Zambia: Special Friends 359
Bar Nunn and Casper, Wyoming: Playground
Meetings 359
Summary 360
Chapter Activities 360
Internet Resources 361
Bibliography 361
Quick Lesson 12.1 Four Activities Using
Permanent Playground Equipment 364
Quick Lesson 12.2 Classroom Dribbling 366
Classroom Learning Station 12.1 Including
Others 367
Special Event 12.1 Traditional Games, Dances,
and Activities from Various Cultures 368
ELEMENTS
INSTANT ACTIVITY 12.1 Hi Five 342
INSTANT ACTIVITY 12.2 The Human Knot 343
INSTANT ACTIVITY 12.3 Learning Names 357
Lesson Plans
Less 369
UNIT 1 Movement Forms: Basic Movement
Skills, Basic Game Skills, and Rhythmic
Movement Skills—Grades K–2 371
Lesson 1.1 Locomotor Movements 372
Classroom Activity: People Finder 373
Lesson 1.2 Locomotor and Nonlocomotor
Movements 374
Classroom Activity: Desk Aerobics 375
Lesson 1.3 Manipulative Skills: Beanbags 376
Classroom Activity: Beanbag Stunts 377
Lesson 1.4 Kicking and Dribbling: Soccer 378
Classroom Activity: Word Recognition 378
8/10/11 4:54 PM

xii Contents
Lesson 1.5 Kicking and Dribbling: Soccer 380
Classroom Activity: Blob Tag 380
Lesson 1.6 Manipulative Skills: Hula Hoops 382
Classroom Activity: In and Out Hoop
Relay 383
Lesson 1.7 Ball Handling: Basketball 384
Classroom Activity: Dribbling Sequences 384
Lesson 1.8 Throwing, Catching, and Volleying 385
Classroom Activity: Moon Throw 385
Lesson 1.9 Ball Handling: Basketball 387
Classroom Activity: Ball Fun 387
Lesson 1.10 Ball Handling: Basketball 388
Classroom Activity: Spelling Toss/
Throw 388
Lesson 1.11 Ball Handling: Bowling 389
Classroom Activity: Target Bowling 389
Lesson 1.12 Volleying and Striking 390
Classroom Activity: Volleying 390
Lesson 1.13 Manipulative Skills: Rope
Jumping 391
Classroom Activity: Jump to Music 391
Lesson 1.14 Rhythmic Skills: Lummi Sticks 392
Classroom Activity: Creative Sequences 393
Lesson 1.15 Rhythmic Skills: “Kinder-Polka” 394
Classroom Activity: “Kinder-Polka” 395
UNIT 2 Movement Form: Cooperative
Movement Skills—Grades 3–4 396
Lesson 2.1 Being Successful 397
Classroom Activity: “Shoemaker’s Dance” 397
Lesson 2.2 Coordination 399
Classroom Activity: Grapevine Circle 400
Lesson 2.3 Partner Teamwork 401
Classroom Activity: Human Letters 402
Lesson 2.4 Partner Punt, Pass, and Kick 403
Classroom Activity: Animal Movement
Cards 404
Lesson 2.5 Group Juggling 405
Classroom Activity: Juggling 406
Lesson 2.6 Fitness Fun 407
Classroom Activity: Carpet Squares 408
Lesson 2.7 Basketball Teamwork 409
Classroom Activity: Trash Can Shoot 409
Lesson 2.8 Team Spelling 410
Classroom Activity: P.E. Bingo 411
Lesson 2.9 Jump Rope Rhymes 412
Classroom Activity: Tinikling Workout 413
Lesson 2.10 Station Rotation 414
Classroom Activity: Jacks 414
Lesson 2.11 Lummi Stick Partners 415
Classroom Activity: Lummi Sticks 415
Lesson 2.12 Taking Turns 416
Classroom Activity: Lummi Sticks 416
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Confirming Pages
Lesson 2.13 Rhythm Time 417
Classroom Activity: “La Raspa” 418
Lesson 2.14 Large Group Fun 419
Classroom Activity: Lummi Stick Circle 420
Lesson 2.15 Follow the Bouncing Ball 421
Classroom Activity: Partner Stunts 422
UNIT 3 Movement Form: Basic Game Skills
(Soccer and Frisbee)—Grades 5–6 425
Lesson 3.1 Soccer Skills: Circle Kickball 426
Classroom Activity: Blob Tag 427
Lesson 3.2 Soccer Skills: Goalkeeping 428
Classroom Activity: “How To” Speeches 428
Lesson 3.3 Soccer Skills: Moving Downfield 429
Classroom Activity: Line Dance
Development 430
Lesson 3.4 Soccer Skills: Dribble, Dribble 431
Classroom Activity: Work on Speeches 431
Lesson 3.5 Frisbee Throws 432
Classroom Activity: Work on Line
Dances 432
Lesson 3.6 Soccer Skills: Throw-ins and
Punting 433
Classroom Activity: Speeches—Throw-ins
and Punting 434
Lesson 3.7 Lead-up Soccer Games: Sideline
Soccer 435
Classroom Activity: Speeches—Blocking and
Goalkeeping 435
Lesson 3.8 Lead-up Soccer Games:
Three-on-Three 436
Classroom Activity: Speeches—Dribbling and
Tackling 436
Lesson 3.9 Lead-up Soccer Games: Sideline
Soccer 437
Classroom Activity: Dance Presentation 437
Lesson 3.10 Frisbee Skills 438
Classroom Activity: Dance Presentation 438
Lesson 3.11 Soccer Skills: Kicking for Goal 439
Classroom Activity: Speeches—Passing and
Shooting for Goal 439
Lesson 3.12 Modified Soccer 440
Classroom Activity: Speeches—Trapping and
Penalty Kick 441
Lessons 3.13 and 3.14 Modified Soccer 442
Classroom Activity: Dance Presentation 442
Lesson 3.15 Frisbee Golf 443
Classroom Activity: Dance Presentation 443
UNIT 4 Movement Form: Fundamental Skills
(Classroom Activities)—Grades K–2 444
Lesson 4.1 Toss and Catch 445
Lesson 4.2 Striking 445
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www.mhhe.com/kovar4e Contents xiii

Lesson 4.3 Dribbling (with Hands) 446 Appe

Appendix C Recess Games and
Lesson 4.4 Dribbling (with Feet) 446
Lesson 4.5 Throw at Targets 447 Activities 476
Lesson 4.6 Dribbling (with Hands) 447
Lesson 4.7 Rhythm 448 Appe
Appendix D Lesson Plan Resource
Lesson 4.8 Catching 449
Lesson 4.9 Jumping Rope 449 Materials 485
Lesson 4.10 Identify Body Parts 450
Lesson 4.11 Catching 451 Appe
Appendix E Content Included in
Lesson 4.12 Jump and Land 451
Lesson 4.13 Balancing 452 Each Movement Form 549
Lesson 4.14 Toss to Self 453
Lesson 4.15 Pathways 453 Appe
Appendix F Activity Listings by
Grade Level 552
Appe
Appendix A Progressive
Activities for Motor Skill Glossary 559
Development 454 Index 567
Appe
Appendix B Rubrics for Locomotor
and Manipulative Skills 467

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Preface
Vision and Goals
Visio
Preservice elementary classroom teachers across the
country take a course designed to educate them about
the teaching of physical education. Our book, Elemen-
tary Classroom Teachers as Movement Educators, is a
textbook for that course. We believe the most impor-
tant objective of the course is to convince elementary
classroom teachers that their students need (1) quality,
daily physical education, (2) movement experiences in
the classroom throughout the school day, and (3) qual-
ity recess time. In addition, the course should focus on
teaching elementary classroom teachers how to include
movement in their classrooms, how to turn students
on to participating in physical activities, and how to
become comfortable teaching physical activities.
Our goal in writing this book is to create a text writ-
ten directly for the elementary classroom teacher who
has no formal training in physical education. Most ele-
mentary physical education textbooks talk to physical
educators, not to elementary classroom teachers. Thus
the books assume the reader has formal education in
physical education. (And, indeed, that formal educa-
tion is necessary to fully understand the concepts dis-
cussed.) Our book is designed to inform elementary
classroom teachers about the discipline of physical
education and the key role they play in producing
physically active children who are also skilled movers.
We hope that preservice elementary classroom teach-
ers will be more willing to study the material and put
it into practice if it is addressed directly to them. Our
book has information and tools that reflect the variety
of situations in which elementary classroom teachers
may find themselves with respect to the physical edu-
cation time of their students, from supporting a physi-
cal education specialist with classroom activities to
managing physical education lessons independently
for their students. It provides a strong introduction to
fundamental physical education concepts as well as
hundreds of sample activities and lessons.
Content
Cont
Elementary Classroom Teachers as Movement Edu-
cators covers the traditional knowledge bases of
physical education curriculum and assessment, motor
development, motor learning, exercise physiology and
xiv
kov9576x_fm_i-xxii.indd xiv
Confirming Pages
fitness, movement concepts and skill development,
legal issues, and managing and teaching physical edu-
cation lessons. In addition, our book includes unique
coverage designed especially for elementary class-
room teachers:
■ We address the need for elementary classroom
teachers to include more movement in their reg-
ular classroom activities and lessons. Many of the
books currently available for elementary physical
education courses talk about and give examples for
integrating math, science, reading, and so on, from
the classroom into the physical education lesson—
and we do that also. But in addition, we integrate
movement and exercise knowledge and practice
into the regular classroom (Chapter 8).
■ We also address the need for physical educators
and elementary classroom teachers to consider
recess time as important movement time. The
guidelines of the National Association for Sport
and Physical Education (NASPE) recommend that
elementary school children accumulate between 60
and 120 minutes of physical activity every day. We
believe school recess time can be profitably used
to help children meet those guidelines, and we dis-
cuss how to make that happen (Chapter 12).
■ Because we believe classroom teachers play such
an important role in motivating and socializing
children to be physically active, we include chapters
on how to create an environment that stimulates
children to be active (Chapter 9) and how to
manage the current sociological issues involved in
children moving (Chapter 10).
■ This book contains a special emphasis on children
with special needs. An in-depth chapter is provided
on planning for children with diverse and special
needs (Chapter 5). In addition, activities and iss-
ues related to special populations are integrated
throughout the text, and specific suggestions for
including all students are provided in lessons and
activities.
Organization
Orga
The overall organization of the book reflects the
courses we teach, but we have designed it to be flex-
ible. Each chapter stands by itself, so users may cover
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chapters in whatever order best suits their course and
way of teaching. The following descriptions of the
chapter contents will be helpful in planning the order
in which to cover various topics.
Chapter 1, “What Is Physical Education?” introduces
the movement needs of elementary school children,
the importance of physical education in meeting those
movement needs, the NASPE content standards, the
role of the classroom teacher as a movement educa-
tor, and the role of recess in the school curriculum.
Chapter 2, “Motor Development and Motor Learn-
ing for Children,” introduces the process of motor
development through which children progress as
well as principles of motor learning from which
developmentally appropriate teaching practices are
based. Instructional strategies to facilitate learning are
covered, and commonly seen inappropriate practices
are discussed. Students are encouraged to reflect on
the role physical activity plays in the development of
children.
Chapter 3, “Movement Components and Skill Devel-
opment,” introduces the movement map to identify
the underlying components of movement. Movement
components are concepts that can be applied to any
movement form. Movement components include ways
the body moves (body movements), what the body
can do (body awareness), where the body moves
(space awareness), how the body moves (qualities of
movement), and how the body relates (relationships).
Descriptions of basic locomotor skills, nonlocomo-
tor movements, and manipulative skills are included
and accompanied with activities that can be used to
develop these skills.
Chapter 4, “Exercise Concepts and Fitness Educa-
tion,” describes the role of the classroom teacher as a
fitness educator and how to implement fitness educa-
tion in the classroom. Health risk factors are identi-
fied, and the physiology of movement and exercise
is covered (cardiorespiratory system, musculoskeletal
system, and body composition). NASPE guidelines on
intermittent activity bursts are also addressed. This
chapter includes many Quick Lessons for use in the
classroom.
Chapter 5, “Planning for Children with Diverse and
Special Needs,” describes children who have special
needs (Reality Tours), in order to deepen the teach-
er’s understanding of various disabilities, and details
the role classroom teachers play in educating chil-
dren with special needs. The book presents disability
as one aspect of diversity and suggests ways teachers
may reach all children. Specific physical, mental, and
emotional disabilities are identified, and the impact
of those disabilities on the physical skills of children
kov9576x_fm_i-xxii.indd xv
Confirming Pages
Preface xv
is discussed. Movement modifications and safety
recommendations are identified that allow children
with special needs to participate fully in movement
lessons.
Chapter 6, “Physical Education Curriculum,” identi-
fies the characteristics of a quality elementary physical
education program and discusses who is responsible
for producing such a program. Physical education
curriculum content (scope and sequence) is included
as well as a framework for and examples of writing
objectives for the physical education lesson. Assess-
ment theory and practice is covered in depth.
Chapter 7, “Managing and Teaching the Physical
Education Lesson,” presents the mechanics of teach-
ing physical education lessons—teaching methods,
organizing the lesson and the students, class manage-
ment techniques and discipline strategies that help
children choose responsible behavior, and guidelines
for providing effective feedback to students.
Chapter 8, “Curriculum Integration in the Class-
room,” discusses how integrating movement with
other curricular subject areas may benefit elementary
school students. The role movement plays in learning
is substantiated by citing brain-based research, and its
implications for teachers are discussed. Examples of
ready-to-use movement activities and games that can
be integrated into various subject areas are listed and
described.
Chapter 9, “Motivating Children to Be Physically
Active,” presents ideas and information useful to moti-
vate children to be physically active now and through-
out their lifetime. Ideas include instilling feelings of
motor skill competency, building intrinsic motivation
to be active, involving students in the teaching-
learning process, and teachers being role models.
Chapter 10, “Sociological Aspects of Children Mov-
ing,” describes the socialization process as it applies
to children in their role of being physically active and
examines movement as a socializing agent. Teaching
and assessing the social skills of sportsmanship, fair
play, responsibility, and respect are covered. Inclu-
sion is discussed as a socialization issue, and diver-
sity issues (cultural, ethnic, gender, and disability) are
identified relative to the movement setting.
Chapter 11, “Creating a Physically Safe Move-
ment Environment,” identifies the unique safety con-
cerns and legal issues relevant in situations where
children are involved in physical activities. Current
“best practices” in selecting curriculum content and
implementing instruction are discussed with specific
recommendations for conducting physical activity in
a safe manner. How to maintain safe indoor and out-
door movement environments is covered.
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xvi Preface
Chapter 12, “Recess as Quality Movement Time,”
discusses the role and benefits of recess in the educa-
tional process. The primary emphasis of the chapter
is how to help children construct their own quality
recess time and still allow recess to be free play.
The book concludes with four units of lesson plans
and six appendixes, which are described in detail in
the section “Pedagogical Features and Learning Aids.”
New to the Fourth Edition
Key changes to the fourth edition include the
following:
■ New mind–body connections: Coverage has been
added throughout the text regarding (1) research
on the positive effects of physical activity and
exercise on the functioning of the brain and (2) a
research review by the Centers for Disease Control
and Prevention (CDC) on the positive associations
between physical activity and student academic
performance.
■ Revised chapters: Chapter 1 makes a stronger
case for why classroom teachers should provide
physical activity for their students. It also includes
2010 Shape of the Nation data. Chapter 2 includes
updated information regarding skill demonstrations
and feedback to accompany skill practice to
improve acquisition of motor skills. Chapter 4
specifies the FITT principle as a way to organize
and remember the principles of fitness training and
includes the CDC’s most recent (2008) Physical
Activity Guidelines for Americans. Chapter 7
contains clarifications of the various teaching
strategies, as well as new websites with key
information on establishing a caring community.
Chapter 9 updates motivational suggestions based
on new research in various motivational theories.
Chapter 11 has an added section on documenting
safety practices and additional information on
the components of an emergency action plan to
respond to injury situations.
■ Design change: In response to reviewers’
comments, Chapter 3 contains illustrations (at the
intermediate and advanced levels) to show the
typical performance of the basic motor skills. Each
illustration shows the full movement sequence,
from start to finish, for that particular skill. The
illustrations replace the static photos showing skill
performance at only one point in time.
kov9576x_fm_i-xxii.indd xvi
Confirming Pages
Peda
Pedagogical Features
and Learning Aids
The book provides many helpful pedagogical features
and learning aids.
This icon in the text indicates that the material
being discussed is supplemented with online
video clips. The movement activities in the
Video Clips are taught by a master teacher. The video
clips are available in a low-resolution format for indi-
vidual viewing by students and instructors in the
Online Learning Center (www.mhhe.com/kovar4e).
COMPLETE LESSON PLANS
At the end of the book, four units of physical
education lesson plans with progressive lessons for
specific grade levels are included. These lesson plans
are complete and include NASPE standards, objec-
tives, activity descriptions (introductory activities,
lesson focus activities, physical fitness activities, clos-
ing activities), and assessments. Each lesson also has
a classroom movement activity that corresponds to
the objectives and content of the physical education
lesson. This combination demonstrates how classroom
and physical education activities can work together to
achieve movement objectives. Experienced physical
education specialists, in conjunction with the authors,
created these lesson plan units.
INSTANT ACTIVITY BOXES
Each chapter includes one or more Instant
Activities that classroom teachers can use immediately
with their students in the classroom. They are flex-
ible and include enough activities to fill 10–30 minutes
of activity time (depending on the time available to
the teacher). These appear in boxes throughout the
chapters and are designed so the classroom teacher
can simply read the activity description and teach the
activity immediately, without much additional plan-
ning and preparation time. In some cases, the activ-
ity may require that you obtain equipment from the
physical educator or reorganize the desks in the class-
room to create an activity space.
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QUICK LESSONS, CLASSROOM
LEARNING STATIONS, AND
SPECIAL EVENTS
Each chapter ends with the following three types of
lessons and activities:
Quick Lessons: One or more Quick Lessons
appear at the end of each chapter, with les-
son content that relates to chapter topics.
Quick Lessons are designed primarily for use in the
classroom and contain student objectives, activities,
and assessments that guide classroom teachers in their
lesson preparation and implementation. They provide
future classroom teachers with ready-to-use move-
ment lessons. Quick Lessons are more in-depth than
Instant Activities but less so than the fully developed
physical education lessons presented at the end of the
text. Quick Lessons indicate the NASPE standard the
activity is designed to meet, as well as include hints
on how to adapt the activities so that all students can
be successful and on how to integrate the activities
into subject areas such as math, science, and reading.
Classroom Learning Stations: At least one
Classroom Learning Station plan appears
at the end of each chapter. Each Learn-
ing Station is tied to the specific content of
the chapter and describes a learning area relating to
physical education that can be set up in a corner of
the classroom. These Learning Station plans provide
ready-to-use physical education content materials
and physical activities that can be integrated into the
classroom. The station may remain set up and usable
for several weeks until each student or groups of stu-
dents have the free time to complete the specified
activities.
Special Events: A plan for a Special Event—
an event that can be hosted by the elemen-
tary classroom teacher (for just one classroom
or for several classrooms) that celebrates something
related to physical education—appears at the end of
each chapter.
ADDITIONAL LEARNING AIDS
Each chapter opens with a
■ Purpose statement.
■ List of objectives.
■ Scenario featuring a classroom teacher in a physical
activity setting.
kov9576x_fm_i-xxii.indd xvii
Confirming Pages
Preface xvii
Each chapter concludes with a
■ Summary.
■ List of suggested student activities.
The student activities include projects that help
preservice elementary classroom teachers put the key
concepts from the chapter into action. Many additional
student activities (listed by chapter) are included in the
Instructor’s Manual, which is available in the Online
Learning Center (www.mhhe.com/kovar4e).
The Glossary at the end of the book defines the
key terms and concepts identified in each chapter.
These key terms and concepts are bolded throughout
the text.
HELPFUL APPENDIXES
The six appendixes provide important resource
materials:
■ Appendix A, “Progressive Activities for Motor Skill
Development,” includes dozens of activities
designed to reinforce key components of the
movement map.
■ Appendix B, “Rubrics for Locomotor and Manipula-
tive Skills,” provides 19 ready-to-use rubrics for
assessing basic skills performance.
■ Appendix C, “Recess Games and Activities,”
includes a variety of quality recess games and
activities for elementary school children that can
help build basic motor skills.
■ Appendix D, “Lesson Plan Resource Materials,”
provides materials for selected lessons that appear
in the text—including such items as animal move-
ment cards, physical education bingo pieces, and
carpet square activity cards.
■ Appendix E, “Content Included in Each Movement
Form,” contains a more in-depth listing than
that provided in Chapter 6 of physical activities
included in each movement form.
■ Appendix F, “Activity Listings by Grade Level,”
contains an overall index of all the activities and
lessons in the book organized by grade level. This
appendix is also available from the book’s Online
Learning Center as a downloadable Excel file; the
activity listings can be sorted electronically by any
category, including grade level, movement form,
NASPE standard, activity location (classroom,
playground, gymnasium), knowledge content,
and integration area.
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xviii Preface
Supplements
Supp
A comprehensive package of supplementary materials
designed to enhance teaching and learning is avail-
able with Elementary Classroom Teachers as Move-
ment Educators.
ONLINE LEARNING CENTER
www.mhhe.com/kovar4e
The Online Learning Center provides resources for
both instructors and students.
For students, the Online Learning Center includes
resources to help them succeed in the course and in
their teaching experiences:
■ Learning objectives, self-quizzes, and glossary
flashcards for review of key concepts and exam
preparation.
■ Suggested portfolio activities and extensive links to
help students expand their personal collection of
teaching resources and experiences.
■ Video clips of sample activities from the text, taught
by a master teacher, which provide models of
excellence and many teaching tips to help students
become better movement educators.
For instructors, the Online Learning Center
includes:
■ Instructor’s Manual with a sample syllabus, student
objectives, key terms, chapter summaries, chapter
outlines, suggested classroom learning activities and
student assessment activities, and recommended
readings.
■ PowerPoint slides with key lecture points.
■ Image bank with photos and illustrations from the
text in digital format.
■ Test bank with true/false, multiple-choice, and
short-answer questions.
■ Video clips of sample activities from the text, taught
by a master teacher; the videos are accompanied
by instructor notes and discussion questions.
COURSESMART eTextbooks
This text is available
as an eTextbook from
CourseSmart, a new way
for faculty to find and
review eTextbooks. It is also a great option for stu-
dents who are interested in accessing their course
kov9576x_fm_i-xxii.indd xviii
Confirming Pages
materials digitally and saving money. CourseSmart
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copy. At CourseSmart, students can save up to 50
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representative or go to www.coursesmart.com.
MCGRAW-HILL CREATE
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Find the content you need in Create by searching
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Arrange your book to fit your teaching style. Create
even allows you to personalize your book’s appear-
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school, and course information. Order a Create book
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Additional supplements and packaging options are
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Acknowledgments
Ackn
We have many special people (including children) to
whom we owe much gratitude for the completion
of this book. Without them this book would be
ordinary, but with them, it has become extraordinary.
First, a heartfelt thank you to the students in USD
373 (Newton, Kansas), who allowed us to take
their photographs. These students spent three full
Saturdays with us as we managed to take 400 photos
of them moving. And to their parents, how can we
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www.mhhe.com/kovar4e
adequately thank you for your willingness to bring
your children to and from the photo shoots and
entrust us with their care for three days? Parents,
you are truly very special people! Second, to the
photographer, a special thanks, as you and your
equipment survived the three all-day photo shoots.
Steve Stephens provided us with quality digital
photos as well as a cooperative spirit and congenial
atmosphere during the photo sessions. Third, to
the authors of the lesson plans—Cindy Chrisman,
Virginia Hammersmith, Rebecca Nicholas, and
Susan Oldfather—thanks for working with us to
produce tried-and-true units of instruction in physical
education. These units will come in handy when
classroom teachers begin their careers and teach
movement activities for the first time to their own
students.
Finally, to the many people who reviewed the
text in its many stages of development, we can only
imagine the number of hours you must have spent in
providing us with such in-depth and useful informa-
tion and questions. Although we sometimes hated
to read those comments and suggestions—as they
entailed much work on our part to implement—we
know the book is much better because of your input.
Thanks so much for sharing your knowledge with us!
Revi
Reviewers of the Second
Edition
Roberta E. Faust, Eastern Michigan University
Deborah A. Garrahy, Illinois State University
Bill R. Gordon Jr., Oral Roberts University
Christine P. Heusser, California State University,
Fullerton
Beatrice W. Katz, Cleveland State University
Clay P. Sherman, California State University, Fullerton
kov9576x_fm_i-xxii.indd xix
Confirming Pages
Preface xix
Donald F. Staffo, Stillman College
Nannette Wolford, Missouri Western State College
Bill Yongue, Florida International University
Revi
Reviewers of the Third
Edition
Judy Chandler, Central Michigan University
Carol Conley, University of Oklahoma—Norman
Lena-Marie Cool, Kalamazoo Valley Community
College
Lorri Engstrom, Kutztown University of Pennsylvania
Heather Erwin, University of Kentucky
Dana Espinosa, East Carolina University
Nadene Davidson, University of Northern Iowa
Carol Girdler, University of Iowa—Iowa City
Monica Magner, Morehead State University
Lori Peterson, University of Wisconsin—La Crosse
Virginia Trummer, University of Texas San Antonio
Mark Urtel, Indiana University—Purdue University
Indianapolis
Revi
Reviewers of the Fourth
Edition
Darren K. Avrit, University of La Verne
Carol McDade Conley, University of Oklahoma
Christine P. Heusser, California State University,
Fullerton
Charlotte Susie Myers, Kansas City Kansas Community
College
Renee Rainey, Texas State University, San Marcos
William Thomson, Longwood University
Mark Urtel, Indiana University—Purdue University
Indianapolis
8/10/11 4:54 PM

About the Authors
Susan K. Kovar
Susa
Susan K. Kovar is an emeritus professor of physical
education and dean of the graduate school at Wichita
State University. Susan has spent her 25-year career
in higher education preparing elementary physical
educators and classroom teachers to meet the move-
ment needs of elementary-aged children. Much of her
scholarship (research, publication, and presentations)
over that period focused on issues in physical edu-
cation and methods of teaching elementary physical
education. She received a BS from the University of
Nebraska, an MS from the University of Illinois, and
a PhD from the University of Minnesota. She is an
active member of AAHPERD and NASPE, having
served on a number of NASPE committees. For seven
years, she was a reader for the NASPE/NCATE pro-
cess for accreditation of undergraduate physical edu-
cation preparation programs in institutions of higher
education. For an additional five years, she served as
one of seven NASPE/NCATE adjudicators who made
final recommendations to NCATE regarding these pro-
grams. She is a reviewer for JOPERD and Strategies. In
1987 she was named CAPEHE Young Scholar by the
Central Association for Physical Education in Higher
Education, and in 1998 she was named Central Dis-
trict AAHPERD Scholar. She has been recognized by
NAKPEHE as a distinguished administrator (in 2002)
and as the Amy Morris Homans lecturer in 2004.
Cindy A. Combs
Cind
Cindy A. Combs has taught adapted physical education
(APE) for 26 years and implemented the first APE pro-
gram in the Harvey County Special Education Cooper-
ative in Newton, Kansas, in 1984. She received her BS
in health and physical education and in special edu-
cation from Bethel College, in Kansas, and her MS in
curriculum and instruction from Wichita State Univer-
sity. Cindy is a past president of the Kansas AHPERD.
She currently serves as a field editor for Palaestra. She
was the 2006 AAPAR National Adapted Physical Edu-
cation Teacher of the year. In 1999 she was awarded
the National Shaklee Teacher Award “to recognize ten
of the country’s most outstanding teachers of children
xx
kov9576x_fm_i-xxii.indd xx
Confirming Pages
with disabilities.” Cindy has served as adjunct faculty
teaching adapted physical education and courses in
qualitative research.
Kathy Campbell
Kathy Campbell, EdD, FACSM, is currently a lecturer
at Arizona State University’s Polytechnic campus in
Mesa, Arizona. Her background includes teaching,
coaching, and curriculum development in public
schools and at four universities. She has worked in the
field of exercise science, wellness, physical education,
and cardiac rehabilitation for 25 years, is a Fellow of
the American College of Sports Medicine, and pos-
sesses certification in Advanced Cardiac Life Support,
ACSM Exercise Specialist, and ACSM Exercise Test
Technologist. Kathy earned her EdD and MS in health,
physical education, and leisure from Oklahoma State
University and her BS in biology with a minor in
physical education from New Mexico State University.
Kathy’s interest in daily physical activity in the schools
is evidenced by former work with elementary school
teachers in workshops and short courses for fitness
education in the public schools. She has several pub-
lications and presentations in the area of exercise and
fitness, is a former chair of the Applied Exercise Sci-
ence Council (NASPE), and is a past president of the
central states chapter of ACSM.
Gloria E. Napper-Owen
Glor
Gloria Napper-Owen is an associate professor in phy-
sical education–teacher education and chair of the
Department of Health, Exercise, and Sports Sciences
at the University of New Mexico. She also serves as
program coordinator for the undergraduate physical
education teacher education program and the gradu-
ate curriculum and instruction program. Gloria’s teach-
ing expertise is in elementary physical education and
the alignment of curriculum, instruction, and assess-
ment. Gloria received the Professional Honor Award
from both the Southwest District AAHPERD and New
Mexico AHPERD. She has held leadership roles within
AAHPERD, SWDAAHPERD, and NMAHPERD. Gloria
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has authored articles on beginning teacher induction,
teacher development, high-quality physical educators,
and issues in elementary physical education. She has
made numerous presentations at national, district, and
state conventions on the topics of her research focus.
Vicki J. Worrell
Vicki J. Worrell is a full professor at Emporia State Uni-
versity in Kansas. Vicki has been in higher education
for 13 years and taught elementary physical educa-
tion in public schools for 19 years. She received a BS
from Wichita State University, an MEd from the Uni-
versity of Kansas, and an EdD from Oklahoma State
kov9576x_fm_i-xxii.indd xxi
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About the Authors xxi
University. Vicki has served as chair of the Council
of Physical Education for Children (COPEC) and chair
of the NASPE Public Relations Committee, and has
served a three-year term as a member of the NASPE
Cabinet. Vicki has served as president-elect, president,
and past president of the Central District AHPERD.
Vicki is currently completing a three-year leadership
term (2009–2012) as president-elect, president, and
past president of AAHPERD. Vicki continues to serve
as the executive director for the Kansas Association
for Health, Physical Education, Recreation and Dance.
Recently she was a coauthor for two books that were
published by NASPE: Never Play Leapfrog with a Uni-
corn and Roadblocks to Quality Physical Education.
Vicki was the 2006 NASPE Joy of Effort recipient and
the 1993 National Elementary Teacher of the Year.
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kov9576x_fm_i-xxii.indd xxii 8/10/11 4:54 PM


CHAPTER 1
What Is Physical Education?
The purpose of this chapter is to describe the need
for physical activity and physical education in the
school curricula. The chapter focuses on the bene-
fits of physical education (instruction time in move-
ment) and physical activity to the growing child,
the content of physical education in the schools
today, the role recess (unstructured play) fulfills in
meeting the movement needs of children, and how
the elementary classroom teacher serves as a move-
ment educator.
Objectives
After studying this chapter, you will be able to do
the following:
■ Cite requirements of Public Law 108–265, Section
204.
■ Define and describe physical education as it is
practiced in elementary schools today.
■ Cite five qualities of a physically educated person.
■ Articulate the mental and physical benefits of
physical activity and physical education for ele-
mentary school children.
■ Cite the National Association for Sport and Physi-
cal Education (NASPE) content standards.
■ Articulate the role of the elementary classroom
teacher in providing quality physical activity for
students.
■ Express the educational value of a recess period
for elementary school children.
■ Articulate the role of the elementary classroom
teacher in providing quality recess time.
■ Express the differing goals and purposes of phys-
ical education versus recess.
kov9576x_ch01_001-028.indd 1
Confirming Pages
t is Friday afternoon, and the children in the
I second-grade classroom are becoming restless
and inattentive. Normally at this time the students
have physical education class (taught by a certified
physical education teacher); however, today they
did not. The classroom teacher decides to provide
a short physical education lesson for the children
focused on controlling the body while moving and
understanding movement concepts. The teacher
is able to take the children outdoors because the
weather is favorable and a play space is available.
Each child finds a space within the area designated
by the teacher. On the teacher’s cue, the children
perform various movements:
■ Walk forward; walk backward; walk in a circle.
(The movement concept is direction.)
■ Walk slowly; walk quickly; walk with smooth,
gliding steps; walk with jerky steps. (The
movement concept is speed.)
■ Walk with big steps; walk with small steps.
(The movement concept is size.)
■ Walk with knees lifted high; walk and clap hands
under thighs on each step. (The movement
concept is body shape.)
■ Walk and lower the body; walk and raise the
body. (The movement concept is level.)
The children perform similar movements while
practicing other locomotor skills, such as running,
hopping, jumping, leaping, skipping, galloping,
and sliding. The teacher emphasizes that students
must be in control of their bodies (and have no
contact with other students) while performing
and moving within the designated play area. The
teacher observes the students and corrects those
7/8/11 10:44 PM

2 Chapter 1 / WHAT IS PHYSICAL EDUCATION?
who are not performing the locomotor skills cor-
rectly. The teacher ends the lesson by calling the
students together in a group. Various students,
selected by the teacher, demonstrate the differ-
ent locomotor skills. Students must then correctly
name the skill just demonstrated. In addition, the
teacher mentions the movement concepts that were
explored in the lesson and asks the students
to define them (direction, speed, size, body shape,
and level).
The Case for Physical Activity
in the School
We, as authors of this text, will admit that we are fanat-
ics regarding movement, physical activity, and exer-
cise. We will further admit that we want to convince
you that feeding your students’ bodies (with physical
activity) is just as important as feeding their minds with
history, science, and reading. Why is physical activ-
ity and exercise so important for the growing child?
We could give you the evidence indicating that major
sectors of American society (parents, health agencies,
etc.) support the view that physical education and
physical activity play a critical role in both overcoming
childhood obesity and physical inactivity (and we will
do that later on in this section). But, given your role as
an elementary classroom teacher, perhaps even more
compelling would be the evidence and the argument
that children need to move and exercise in order to be
prepared to learn in the classroom. We know that, for
adults, exercise improves brain functioning, especially
consistent aerobic exercise. And guess what? The same
is true for children! In one study, school-aged chil-
dren jogged for 30 minutes two or three times a week.
After only 12 weeks, their cognitive performance had
improved significantly when compared to pre-jogging
levels (Medina 2008). Most interesting is that when the
students stopped exercising, their scores returned to
pre-experiment levels!
Dr. Antronette Yancey (a professor at UCLA) pro-
motes the positive effects of physical activity on chil-
dren. She says, “Kids pay better attention to their
subjects when they’ve been active. Kids are less likely
to be disruptive in terms of their classroom behavior
when they’re active. Kids feel better about themselves,
have higher self-esteem, less depression, less anxiety.
All of those things can impair academic performance
and attentiveness” (Medina 2008, p. 18). Continuing
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research supports Dr. Yancey’s beliefs (CDC 2010a;
Chomitz et al. 2009; RWJF 2007; Smith & Lounsbery
2009; Wittberg et al. 2009). Children who are physi-
cally active tend to perform better academically, and
children with higher levels of physical fitness have
stronger academic performance. Physical activity is
related to higher self-esteem and lower stress levels.
In addition, students’ concentration skills and class-
room behaviors improve with short activity breaks
throughout the school day. When 243 students (K–4)
were provided with just one daily 10-minute break
(for 12 weeks), their on-task behavior increased sig-
nificantly (by 8 percent). The activity breaks improved
on-task behavior in the most disruptive students by 20
percent (Mahar et al. 2006).
How does physical activity help the brain func-
tion? First, exercise increases the blood flow within
the body and increases the blood volume in regions
of the brain associated with memory formation. This
increased blood flow allows more brain cells greater
access to the food and oxygen in the blood, thus
improving attention and memory functioning (Medina
2008). Second, exercise increases levels of serotonin,
norepinephrine and dopamine—neurotransmitters
that make the brain’s neurons function more effi-
ciently (Ratey 2008). Third, aerobic exercise actually
causes structural changes (growth in density of neu-
ron synapses) in the brain, thus improving its ability
to learn and remember (Ratey 2008).
Our job as teachers is to maximize the learning
environment so students obtain the most out of the
instructional process. The evidence seems to indi-
cate that maximizing the learning environment entails
providing numerous opportunities for your students
to be physically active throughout the school day to
improve brain functioning, mental alertness, and atti-
tude (Berg 2010). We recommend that elementary
schools across the nation provide the following physi-
cal activity experiences for their students:
1. Quality, daily physical education classes
2. Free-play recess time (before, during, and after
school hours)
3. A number of 10- to 15-minute activity bouts during
classroom time designed to teach subject content
during a subject lesson or to simply provide an
attention break between subject lessons
4. Community sport clubs and after-school programs
In your efforts to keep your students physically
active, you will have the support of many others who
agree that quality physical education and daily physi-
cal activity play a critical role in overcoming childhood
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obesity and physical inactivity as well as increasing
classroom readiness. Today, parents, educational
administrators, school board members, national asso-
ciations, and governmental agencies all support the
value, benefits, and place of physical activity and
physical education within the schools. National sur-
veys indicate parents believe (1) students should have
daily physical education at every grade level, (2) phys-
ical activity on a daily basis leads to higher academic
achievement in children, and (3) school physical edu-
cation can help control or prevent childhood obesity
(NASPE 2003; RWJF 2003). In 2004, Congress sup-
ported physical activity by passing the Child Nutrition
Reauthorization Act (Public Law 108-265, Section
204), which requires school districts with federally
funded school-meals programs to develop and imple-
ment wellness policies for the entire school (USDA
2010). These policies, which address both the nutri-
tional and physical activity needs of students, are well
under way in most schools and have greatly increased
efforts to include physical activity into the daily lives
of schoolchildren. Strong support also comes from
many national organizations (e.g., The American Heart
Association and the Centers for Disease Control and
Prevention). The National Alliance for Nutrition and
Activity (NANA) developed a set of wellness policies
to help local school districts respond to the congres-
sional act (NANA 2010). The National Association for
Sport and Physical Education (NASPE) provides expert
advice for developing comprehensive school physical
activity programs (NASPE 2008). These associations
recommend instructional physical education time total-
ing 150 minutes a week, daily physical activity totaling
at least 60 minutes (at a moderate to vigorous level),
and the reduction of extended periods of inactivity
during daytime hours. The scenario at the beginning
of the chapter illustrates how, within your classroom,
you might provide students a break from lessons with
a short period of moderate physical activity.
The anchor element of the school’s comprehen-
sive physical activity program is the physical educa-
tion program, where students gain the knowledge and
skills to be proficient movers and the willingness to
be physically active for a lifetime. Quality, daily physi-
cal education correlates with improved motor skill
performance and physical fitness levels, as well as
increased academic performance and attention levels.
Yet, schools continue to decrease physical education
time in their efforts to increase classroom time—
supposedly to improve the academic performance
of the students. Current evidence contradicts this
strategy. When physical education or school-based
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The Case for Physical Activity in the School 3
physical activity was increased, students maintained
or improved their grades and scores on standardized
achievement tests, even though they received less
classroom instructional time than students in control
groups.
However, many school districts still lag behind in
efforts to improve physical education opportunities for
students. In fact, most children in grades K–12 do not
participate in physical education with the frequency
recommended by the agencies previously mentioned.
Part of the problem may stem from the lack of fed-
eral mandates for physical education programming, so
each state is free to decide what kind of program and/
or time requirements are implemented. The Shape
of the Nation Report (NASPE 2010a) indicated the
following data on physical education requirements
across the country:
■ Forty-three states have mandates for elementary
physical education. Eighteen of those states have
time requirements, but only three states (Alabama,
Florida, and Louisiana) meet the national recom-
mendation of 150 minutes or more per week.
■ Five states (Illinois, Iowa, Massachusetts, New
Mexico, and Vermont) require daily physical edu-
cation for all K–12 students, while New Jersey and
Rhode Island require daily physical education for
students in grades 1–12.
■ Only 19 states require that students be assessed in
physical education.
In addition, the report indicates that 23 states require
certified physical education teachers to teach physical
education classes, and in the other states either cer-
tified physical education or classroom teachers may
teach the elementary physical education classes. A
certified physical education teacher is someone who
has completed an undergraduate degree in physical
education pedagogy and is certified by the state to
teach physical education in K–12 schools within the
state. A certified physical education teacher is also
called a physical educator. Although many classroom
teachers will teach physical education and physical
activity to their students, we refer to these teachers as
movement educators because they do not techni-
cally have the same professional preparation as physi-
cal educators.
The Shape of the Nation data clearly indicate that
physical educators, classroom teachers, parents, school
administrators and school boards have much work
to do to strategically implement physical activity in
the schools to benefit their students. As a classroom
teacher, what can you do to help?
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4 Chapter 1 / WHAT IS PHYSICAL EDUCATION?
The R
Role of the Classroom
Teacher as a Movement Educator
Specifically, what is expected of you as a classroom
teacher depends on the situation within the school
district that hires you. In general, across the country,
school districts have one of the following organiza-
tional patterns regarding the teaching of physical edu-
cation. You will find yourself in one of these patterns:
1. You may be responsible for teaching physical
education to the students in your classroom with
the school district providing a certified physical
education teacher to support you. The physical
educator supports you (and other classroom teach-
ers in the district) in providing a quality physical
education experience for your students. In this
situation, the physical educator may conduct in-
service training for you as well as assist you in
tasks such as planning the curriculum and outlin-
ing lesson plans, selecting movement activities
to accomplish program goals, providing teaching
cues for the selected motor skills, shifting equip-
ment among schools as needed, assisting in disci-
pline techniques unique to the movement setting,
and providing student evaluation techniques.
2. You may be responsible for the physical education
taught to the students in your classroom (just as
you are responsible for teaching the students read-
ing, mathematics, etc.) without the assistance of a
district-provided physical educator.
3. You may not have any official responsibility for
the physical education program, because your
school has a physical education teacher who
teaches physical education to your students and to
other students in the building.
Are you completely overwhelmed at this point? Even
though you now realize the importance of physical
activity to the young child, how can you possibly teach
physical education to your students, provide daily short
bouts of physical activity within your classroom, and
make sure that recess periods are productive movement
time? Isn’t your primary responsibility to the teaching
of “reading, writing, and arithmetic”? Evidence indicates
that classroom teachers sometimes struggle to maintain
a balance between teaching content subjects and pro-
viding physical activity experiences for their students
(Gaus and Simpson 2009). We understand your frustra-
tion with all these expectations. But let’s take it one step
at a time. For right now, take three deep, slow breaths—
in and out—then, remember that you will be ready to
take on this role after completing the course you are
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now enrolled in, reading this textbook, and keeping the
textbook for future reference. Our goals are for these
opportunities to (1) make you feel more comfortable
about yourself as a moving human being and (2) teach
you the many ways you can increase the physical activ-
ity level of the students under your charge without a
detrimental effect on their academic achievement.
Regardless of the organizational pattern for provid-
ing physical education to your students, your role is to
further the physical, social and mental development of
your students by:
■ Advocating and providing daily physical activity
for your students
■ Forming partnerships with the physical education
teacher
■ Knowing and using national and state standards
■ Enhancing your physical activity teaching skill
■ Supporting the value of lifelong physical activity
■ Joining schoolwide initiatives to achieve wellness
ADVOCATING AND PROVIDING
DAILY PHYSICAL ACTIVITY FOR
ELEMENTARY SCHOOL CHILDREN
You advocate for daily physical activity for children in
elementary school by supporting and providing three
types of physical activity times during the school day:
■ physical education class,
■ short bouts of physical activity interspersed
throughout the day in the classroom setting, and
■ quality recess time.
By providing these three types of daily physical activity
periods, you give students an opportunity to become
physically educated. Research has shown that the
amount of time spent in physical education class is
not sufficient, in and of itself, to achieve the NASPE
standards (Castelli 2005). Additional daily, high-quality
physical activity in the classroom and during recess may
provide the necessary time to produce desired results.
Elementary classroom teachers, as a group, can be
strong advocates for daily physical education within
their own schools. Recognizing the value of physical
education, they can work with the physical educator
and the school principal to produce a class schedule
that allows daily physical education for their students.
NASPE (2010b) recommends at least 150 minutes of
instruction per week for elementary students with
class sessions 30 minutes in length for grades K–2 and
30–45 minutes for grades 3–5. This instruction time
is exclusive of time allotted for recess, free and/or
supervised play periods, and noon-hour activities.
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www.mhhe.com/kovar4e The Role of the Classroom Teacher as a Movement Educator
INSTANT ACTIVITY
Grades K–6
Equipment Needed
Play dice
Activity
In the classroom, students form a circle. Using two or
three large play dice, do the following math and move-
ment tasks. Children take turns throwing the dice.
Always throw the dice into the center of the circle so all
the students can view the numbers rolled.
For Young Children
Add the dice totals and do that many elbow swings
with a partner.
Add the dice totals and do that many sit-ups.
Add the dice totals and make that number using your
body.
Add the dice totals and hop or jump that many times
in place.
In addition to daily physical education, classroom
teachers should conduct short bouts of supervised
movement times (10–15 minutes in length) throughout
the school day in the classroom (or outdoors) for their
children. Even 10–15 minutes of physical activity can
benefit the students (CDC 2010a; RWJF 2007). During
the short bouts, the physical activities could provide a
break from the academic subject being studied and/or
support the learning of the academic subject by inte-
grating movement into the subject being taught (see
Instant Activity 1.1).
Additional physical activity time can be structured
before and/or after school, during recesses, and on
special occasions (such as monthly Friday afternoon
game days). How to structure recess periods that
are high-quality activity times is addressed later in
this chapter. The Special Event (Celebrating National
Physical Education and Sport Week) at the end of the
chapter provides one example of a special occasion
filled with movement activities.
FORMING PARTNERSHIPS WITH
PHYSICAL EDUCATION TEACHERS
You support quality physical education by form-
ing partnerships with physical educators. Together,
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5
1.1 Dice Math
Add the dice totals and skip or gallop around the
circle that many times.
Add the dice totals and do that many push-ups.
Add the dice totals and do that many crab-walk steps
(forward or backward).
Add the dice totals and do that many jumping jacks in
place.
For Older Students
Perform the same movement skills, but alter the math
skills to match the students’ abilities. For example,
Add the blue and yellow dice, but subtract the red.
Using two dice, multiply the two numbers.
Add the blue and yellow dice, and then multiply by
the red.
With young children, the teacher can determine
the movements. With older students, the student
who rolls the dice can select the movement to be
performed.
you and the physical education teacher can address
issues such as:
■ What movement skills and concepts should students
practice and be able to master for their grade level?
■ Are the students improving their movement skills?
■ How long should recess periods be?
■ What equipment should be available during recess?
■ How can physical education concepts and move-
ment experiences be integrated into the classroom?
■ How can subject area content be integrated into
physical education?
■ How can the students’ social skills be improved?
KNOWING AND USING NATIONAL
AND STATE STANDARDS
Whatever the specific situation of classroom teach-
ers in providing physical education, you will find it
helpful to know the NASPE content standards (which
are outlined later on in this chapter) and the corre-
sponding student expectations for the children in the
grade level you teach. In addition, because individ-
ual states and the District of Columbia (Shape of the
Nation Report 2010a) have their own physical educa-
tion curricula and requirements, knowing your state’s
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6 Chapter 1 / WHAT IS PHYSICAL EDUCATION?
standards is also imperative. Physical education
standards for each state are available online (www.
aahperd.org/naspe/standards/statestandards/).
In today’s schools, either alone or in concert with
the physical education teachers, classroom teachers
are responsible for using standards to provide experi-
ences that allow their students to achieve the physical
education program goals for their grade level as well
as to develop a physically active lifestyle. For exam-
ple, North Carolina state standards mandate a mini-
mum of 30 minutes of moderate to vigorous physical
activity (MVPA) daily for all K–8 students. If a child
does not have physical education on a particular day,
classroom teachers are expected to provide 30 minutes
of MVPA during recess or classroom time. Many other
states recommend that classroom teachers integrate
physical activity in the classroom to meet school well-
ness policies (e.g., Montana has a Mind and Body
program and South Dakota uses the Minds in Motion
program).
ENHANCING PHYSICAL ACTIVITY
TEACHING SKILLS
We recommend you enhance your physical activity
teaching skills on a continuing basis, by completing
in-service training, by communicating with physical
education teachers, and by attending physical educa-
tion conferences. These activities allow you to discover
new teaching methods, obtain new program activities,
and discuss issues and problems with other practic-
ing professionals. North Carolina provides in-service
training so classroom teachers can effectively provide
MVPA in 10-minute bouts called classroom energizers.
The energizers connect physical activity with academic
concepts. You can download the energizer activities
or order a laminated set of the activities on the Web at
www.ncpe4me.com).
SUPPORTING THE VALUE
OF LIFELONG PHYSICAL ACTIVITY
You support the value of being physically active
throughout life. As the literature today indicates, per-
haps the most important element to helping children
remain active throughout their lives is for them to
develop a positive attitude toward physical activity.
The words and actions of the classroom teacher can
significantly affect those attitudes, so aim to portray
the fun, excitement, and benefits of participating
in physical activity. Just as classroom teachers help
students develop appropriate skills in and attitudes
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about math, science, and reading, they help students
develop skills in and attitudes about the value of
being physically active throughout life.
JOINING SCHOOLWIDE INITIATIVES
TO ACHIEVE WELLNESS
Passage of the Child Nutrition Reauthorization Act has
forever changed the landscape for school personnel.
They are now mandated to include parents, students,
school board members, and community leaders in
establishing and implementing a local wellness pol-
icy for the school. The policy, at a minimum, must
(1) have nutrition education and physical activity
goals, (2) meet nutrition guidelines for food served in
schools, and (3) have a plan for measuring the suc-
cess of the policy. Obviously, classroom teachers will
be deeply involved in providing nutrition education
and physical activity experiences for students in ways
determined by the wellness policy. In addition, they
may be involved in assessing progress toward nutri-
tion and physical activity goals. Classroom teachers
may have the opportunity to collaborate with other
professionals to establish “whole-school” approaches
to activity promotion (Lee and Solmon 2007), well-
ness information, and healthy eating (Jefferies and
Mathias 2007). Opportunities may also exist to estab-
lish before- and after-school physical activities for the
students (Hastie 2007; Nye 2008).
Phys
Physical Education
and Movement Defined
A number of movement terms have been used in the
text already. It might prove useful to define those terms
that have subtle distinctions in meaning. As a major
player in developing students’ motor skills and advo-
cating an active lifestyle, you will use these movement
terms quite often. Physical education is a movement
program sponsored by K–12 schools and institutions
of higher education. Physical education classes in the
K–12 school curriculum provide a planned sequence
of developmentally appropriate movement activities,
games, and sports designed by the teacher or the
school district for the purpose of educating all stu-
dents about and through movement. Similar to other
subject areas taught in the K–12 curriculum (e.g., math
and science), physical education establishes goals and
objectives for the program and the learner. Assess-
ment of the learner occurs to determine progress
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toward the program goals. The aim is for students
to become skilled movers who are physically active
and who appreciate the value of movement, activ-
ity, and fitness in their lives. Currently, emphasis is
on students developing a lifestyle of wellness within
the framework of becoming a physically educated
person (see Box 1.1).
LEARNING ABOUT AND
THROUGH MOVEMENT
As a discipline, the term physical education is
used to describe all learning (education) that occurs
about human movement and through human move-
ment. Learning about movement emphasizes the
development of physical fitness and skilled motor
performance. Physical fitness involves using move-
ment to strengthen the body systems (the heart,
lungs, and major muscles and tendons of the body)
in order to lead a healthier life. Skilled motor perfor-
mance involves perfecting the basic movement skills
(e.g., throwing, running) and applying them effec-
tively in specific situations (e.g., playing baseball or
softball). Thus learning about movement occurs when-
ever children are practicing their motor skills or devel-
oping their physical fitness. Learning about movement
also occurs when the knowledge content associated
with physical fitness or motor skill development is
taught. For example, learning about movement occurs
when students learn the benefits of exercising on a
regular basis or study movement principles based on
the laws of physics (e.g., where to keep their center
of gravity when performing a handstand and how to
produce force when throwing a ball).
Learning through movement emphasizes that
participating in movement experiences can contribute
to the development of the whole person (socially,
emotionally, and intellectually, as well as physically).
Learning through movement entails coming to know
ourselves as moving human beings—what are we
capable of doing, what do we like to do, what are
the feelings we experience? Learning through move-
ment can also occur as we learn to get along with
each other—for example, when students learn to
cooperate with others by playing cooperative games
or when they learn to respect others while playing
sports. Learning through movement also refers to the
knowledge necessary to dance, to play a game, or
to strategize a new soccer play. Even a baby at the
moment of birth begins to participate in physical edu-
cation, because he or she learns intellectually through
movement (i.e., through physically moving in the
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Physical Education and Movement Defined 7
BOX 1.1
Characteristics of a Physically
Educated Person
A physically educated person
■ has learned skills necessary to perform a variety of
physical activities
■ is physically fit
■ does participate regularly in physical activity
■ knows the implications of and benefits from
involvement in physical education
■ values physical activity and its contribution to a
healthful lifestyle
Reprinted from Moving into the Future: National Standards for
Physical Education (2004), with permission from the National
Association for Sport and Physical Education (NASPE), 1900
Association Drive, Reston, VA 20191, www.NASPEinfo.org.
environment and manipulating objects in the environ-
ment). In the remainder of this textbook, we use the
term physical education to mean a course of study
offered within the K–12 school system.
MOVEMENT TERMINOLOGY
Watch preschool children for a while. What do they
do all day? They constantly move. In fact, they never
stop moving unless forced to do so by caregivers who
want them to sit and eat or lie down to sleep. We call
this constant movement “playing,” and it entails walk-
ing, running, manipulating objects, climbing, opening
cupboards, pulling objects out of the toy box, putting
objects into containers, riding a bicycle, and so on.
We could just as well call this playing “physical
education.” Instead, our culture uses different names
for movement experiences that occur in particular set-
tings for a particular purpose. Thus we use terms such
as play, games, sport, athletics, exercise, and physical
activity to denote movement experiences that occur
under certain conditions.
Play The term play generally refers to activity done
by children. Play refers to movement activities that
children do during their free time, such as the ones
mentioned previously. Usually play activities are only
minimally supervised by adults. During play, children
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8 Chapter 1 / WHAT IS PHYSICAL EDUCATION?
select and engage in activities that hold their interest.
During a play period, a child usually tries many differ-
ent play activities, not just one. Children play because
it is fun, and they move because that is how they learn
about the world in which they live.
Games Once several children begin to play together
(not just in the presence of others), they develop rela-
tionships with each other as well as with the move-
ment. Physical educators tend to call these creative
or regularized movement activities games. Movement
games include activities such as playing shadow tag
or tetherball; pretending “Barbie,” “Superman,” or
“cops and robbers”; and playing jacks or hopscotch.
As children grow older, play activities take on a subtle
organization. These games have arbitrary rules (estab-
lished by the participants on any given day), and the
game participants enforce the rules. Children partici-
pate in movement games for the same reasons they
play—because playing is fun.
Organized Sport Activities and Athletics Orga-
nized sport activities occur in the school setting with
school-age children after or before school as part of
the extracurricular program. Sports are organized
games that have established, accepted, published
rules of play. At the elementary school level, ideally,
children engaged in sport activities should have fun;
learn fundamental skills, teamwork, and fair play;
practice skills in game situations without pressure
from adults; and be able to socialize with their friends.
Under these conditions, sport participation is a very
valuable experience for the child.
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Successful elementary physical
education programs can help
children develop positive
attitudes about movement
and promote a lifetime of
physical activity.
Sport activities develop into organized athletics at
an early age. Although more common in middle and
high school, athletics are also available for young chil-
dren, generally as a component of a community effort
to have young children involved in sports. Eventu-
ally, the primary goal of athletic programs is to pro-
duce a few highly skilled players who can compete
successfully against individuals or teams from other
schools. In athletics, students may self-select to try
out for a team based on their interests and talent, but
only those chosen by the coaches will be members of
the team. In addition, in athletics, participants do not
self-regulate the breaking of the rules. Officials are
employed to monitor players and enforce the rules.
In recent times, children have begun playing sports,
beginning at very early ages (first and second grades)
and continuing throughout their years in elementary
school. Community recreation agencies and private
businesses offer many of these competitive sports
(such as soccer, gymnastics, dance, and T-ball). These
highly structured sport activities are replacing the
unstructured, free-play activities that children in the
past engaged in after school and on the weekends.
Although children may learn specific movement skills
more quickly in a structured setting, they miss the
development of social and creative skills that occurs
when children play together without direct adult
supervision. It is important to children’s development
that they have opportunities for free play during their
years in elementary school.
Instant Activity 1.2 is designed to help children
improve their sport skills, and Classroom Learning
Station 1.1 (at the end of the chapter) is designed to
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INSTANT ACTIVITY 1.2
Striking Practice
Grades K–6
Equipment Needed
A balloon or ball for each student
Activity
Have the children stand by their desks or have them
scattered throughout the room. Using balloons for
less-skilled children and Nerf volleyballs for skilled
children, practice the following striking skills:
Grades K–2
Hit (with hands) and catch (work for control).
Hit to self with other body parts (head, elbow, etc.).
Hit underhand.
Hit overhand.
Hit sidearm.
Grades 3 –4
Hit forward and walk around the room (do not
interfere with others).
Serve overhand to a partner.
Serve underhand to a partner.
Serve sidearm to a partner.
Volley consecutively to self (count number of hits).
Volley with a partner.
Grades 5–6
Volley with a partner and count the number of
consecutive hits.
Volley, jump, and catch.
Volley, in groups of three, with two balls.
help children become knowledgeable about sports.
The text preface contains an explanation of Instant
Activities and Classroom Learning Stations, as well as
other pedagogical features, including why these ele-
ments appear in each chapter and how the classroom
teacher might use them.
Exercise Defined as movement engaged in by
adults for the improvement or maintenance of physi-
cal fitness, exercise is planned, structured, repetitive,
and purposeful. Usually children do not exercise or
work out; they play or engage in physical activity.
Physical Activity A relatively new term in the field,
physical activity is a broad term that includes all large
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Elementary Physical Education Today 9
muscle movement performance (that increases energy
expenditure) engaged in at any age (by children,
adolescents, and adults). Thus a small child learning
to walk, children playing a game during recess, ado-
lescents playing basketball at the neighborhood court,
and adults playing golf or walking on the treadmill are
all engaged in physical activity.
Elem
Elementary Physical
Education Today
Physical education is essential for the developing
child. Its unique role in the elementary school curricu-
lum is to provide children with movement learning
opportunities that improve their motor skills, develop
fitness, increase their knowledge of movement, and
stimulate their desire to remain physically active.
Given these learning opportunities, children come to
possess the characteristics of a physically educated
person. The benefits, to society and to the individual,
of possessing these characteristics are many. Individu-
ally, regular physical activity helps maintain a proper
weight; improves muscular strength and endurance;
strengthens the heart muscle and bone mass; low-
ers blood pressure, anxiety, and stress; and improves
self-esteem. For society, children must possess these
characteristics in order for the United States to begin
to reverse the devastating effects of childhood obe-
sity and inactivity. The percentage of children (6–11
years old) who are obese has risen from 6.5 percent in
1976–1980 to 19.6 percent in 2007–2008 (Ogden and
Carroll 2010). Most alarming is the fact that this per-
centage indicates the prevalence of obesity in children
has almost tripled since 1976–1980.
The quality physical education program achieves
the following goals:
■ Developing, expanding, and refining the child’s
motor skills through participation in a wide range
of basic movement forms. Children improve their
performance of fundamental movement patterns
through participation in movement exploration,
games, dance, tumbling, and sport activities.
■ Improving heart-lung functioning as well as mus-
cular strength and endurance through participation
in fitness activities that are challenging and fun.
■ Enhancing the child’s current (and future) interest
in pursuing physical activity as a lifestyle choice
by creating an environment that fosters not only
the physical development of the child, but also the
cognitive and social development of the child.
7/8/11 10:44 PM

10 Chapter 1 / WHAT IS PHYSICAL EDUCATION?
■ Promoting social, cooperative, and problem-solving
skill development through group participation.
■ Increasing the child’s knowledge of the basic
movement forms, movement principles for qual-
ity performance, health and fitness concepts, and
injury prevention by integrating such knowledge
into movement experiences.
■ Promoting the child’s recognition of the joy of
movement.
The quality program contains a curriculum that
adheres to national standards and practices, empha-
sizes the goal of promoting lifetime physical activity,
and connects with classroom content in educating the
whole student (mind and body).
ADHERES TO PRINCIPLES
AND STANDARDS
Today the physical education profession recognizes
the unique physical, social, and cognitive needs of
elementary school children and has established spe-
cific curriculum standards and appropriate teaching
practices to guide classroom teachers and physical
education teachers.
NASPE Content Standards Physical education
professionals from across the country developed the
national physical education standards. These stan-
dards, published by the National Association for Sport
and Physical Education (NASPE) in Moving into the
Future: National Standards for Physical Education
(2004), specify what a student should know, value,
and be able to do in order to become a “physically
educated person.” The six content standards in physi-
cal education are listed here.
The content standards reflect the current trend
in education of establishing national standards for
the various subject areas taught within the schools.
However, content standards in a particular subject
area (developed within the educational reform move-
ment) do not establish a national curriculum. In
physical education, the NASPE content standards
indicate what a student should know, value, and be
able to do.
In addition to the six broad content standards, Mov-
ing into the Future identifies student expectations by
grade levels (K–2, 3–5, 6–8, and 9–12). The student
expectations for the grade levels build upon the pre-
vious grade level; so each year the students make
further progress toward the attainment of being a
physically educated person. The sample grade-level
performance outcomes provide a guide for what
kov9576x_ch01_001-028.indd 10
Confirming Pages
knowledge, values, and abilities students should have
acquired by the completion of that grade level.
The six national content standards are as follows:
Standard 1: Students demonstrate competency in
motor skills and movement patterns needed to perform
a variety of physical activities. To meet this standard
at the K–6 level, students practice (to a mastery level)
the basic motor and manipulative skills identified in
Chapter 3. See Quick Lesson 1.1 (Match the Diagram)
for a sample lesson designed to help students meet
Standard 1.
Standard 2: Students demonstrate understanding
of movement concepts, principles, strategies, and tac-
tics as they apply to the learning and performance of
physical activities. Students must not only practice
their physical skills but also acquire the knowledge of
how to move correctly. Using their movement knowl-
edge, students can improve their performance and
assess their own performance and that of others. The
movement concepts and principles the students study
are detailed in Chapter 3. See Quick Lesson 1.2 (Chal-
lenge Long Jump) for a sample lesson designed to
help students meet Standard 2.
Standard 3: Students participate regularly in physi-
cal activity. Students learn to participate in physical
activity during physical education class, in their ele-
mentary classroom, during school recesses, and dur-
ing nonschool hours. Students are encouraged to seek
opportunities to be physically active and to learn activ-
ities they can do in various movement settings. The
knowledge base for this standard is presented in Chap-
ters 8, 9, 10, and 12. See Quick Lesson 1.3 (Chase the
Leader) for a sample lesson designed to help students
meet Standard 3.
Standard 4: Students achieve and maintain a
health-enhancing level of physical fitness. Students
participate in physical activity following the time,
intensity, and duration principles for achieving fitness.
In addition, they learn to plan activity sessions that
meet the guidelines for achieving fitness. This knowl-
edge base is presented in Chapter 4. See Quick Lesson
1.4 ( Jump for Fitness) for a sample lesson designed to
help students meet Standard 4.
Standard 5: Students exhibit responsible personal
and social behavior that respects self and others in
physical activity settings. Students develop the social
skills needed to participate in physical activities with
others. Emphasis is on being able to control one’s
behavior in a physical setting (alone, with a partner,
and in small and large groups) so that learning may
occur. This knowledge base is presented in Chapter
10. See Quick Lesson 1.5 (Create Your Own Sport)
for a sample lesson designed to help students meet
7/8/11 10:44 PM

www.mhhe.com/kovar4e
Standard 5. Students also develop attitudes, beliefs,
and behavioral practices that contribute to inclusive
behavior when in a physical activity setting (inclusive
regardless of gender, ethnic background, and disabil-
ity). This knowledge base is presented in Chapters 5
and 10. See Quick Lesson 1.6 (Opposite Hand) for
an additional sample lesson designed to help students
meet Standard 5.
Standard 6: Students value physical activity for
health, enjoyment, challenge, self-expression, and/
or social interaction. Students become aware of par-
ticipation in physical activity as a source of personal
meaning and enhancement. This knowledge base is
presented in Chapter 9. See Quick Lesson 1.7 (My
Physical Activity Journal) for a sample lesson designed
to help students meet Standard 6.
The content standards are connected to curricu-
lum planning in Chapter 6. The standards are used
to design physical education programs that produce
physically educated children. To demonstrate this con-
nection between the standards and the program activ-
ities selected for specific lessons, the lessons included
in this book clearly identify the standard being met.
Appropriate Teaching Practices Additional
NASPE documents specify programmatic guidelines
(2010b) and appropriate instructional practices (2009)
to help the educator implement programs that pro-
duce physically educated children and to counter-
act the use of inappropriate practice. For example,
one inappropriate practice is to use lesson activities
that require many children to wait before participat-
ing (e.g., relays, taking turns on equipment, playing
Duck, Duck, Goose). The appropriate practice is to
use lesson activities that allow full participation by all
students all of the time.
These practices and guidelines recognize that edu-
cators must teach the whole child—physically, intel-
lectually, and socially.
■ Physically, the programs have the unique opportu-
nity to:
1. Improve students movement skills (e.g., throw-
ing, running, backstroke, two-step) from a wide
array of movement forms (e.g., game skills,
creative and rhythmic skills, gymnastics, swim-
ming). After exploring many movement forms
during their school years, students become pro-
ficient in a few select activities enabling them
to be active and remain physically fit through-
out their lifetime.
2. Improve students’ physical fitness levels
through participation in activities that will
kov9576x_ch01_001-028.indd 11
Confirming Pages
Elementary Physical Education Today 11
strengthen the heart muscle, maintain proper
body weight, build bone and muscle mass,
maintain flexibility, and lower blood pressure.
■ Intellectually, the programs teach about the
following:
1. How to perform movement activities (e.g.,
game rules and strategies)
2. How to perform specific movement skills
effectively (e.g., throwing and catching a foot-
ball, doing a forward roll, doing an elbow
swing in square dance)
3. The benefits of regular physical activity and
exercise in sustaining health and well-being
4. How to achieve and maintain physical fitness
through appropriate self-management skills.
5. How we come to know ourselves as moving
human beings (e.g., what activities we like to
participate in and what activities we are skilled
in performing).
■ Socially, the programs facilitate positive interaction
between and among diverse student populations in
order to prepare students for the cooperative, com-
petitive, and leadership experiences they will face
in the future. The programs also encourage partici-
pants to value being physically active, express their
creativity, and experience the fun of moving.
The appropriate instructional practices and program-
mic guidelines as identified by NASPE, are discussed
throughout this book whenever they are relevant to
the topics being addressed.
Elementary physical education has come a long
way in the last 20 years. The profession has focused
content standards for the program and has identified
teaching and curriculum practices to ensure that stu-
dents become physically educated.
EMPHASIZES LIFETIME
PHYSICAL ACTIVITY
Educators play an important part in the profession’s
efforts to promote lifetime physical activity by sup-
porting the national guidelines (NASPE 2010b) for the
amount of time elementary school children should be
physically active each day. Each child should accumu-
late at least 60 minutes of physical activity each day,
and most of the minutes should be moderate to vigor-
ous activities in bouts of 15 minutes or more. These
activity bouts might occur during recess, classroom
activity times, physical education, and sports prac-
tices. Each child should have daily physical education
for a minimum of 30 minutes (weekly minimum of
150 minutes) and additional free-play time each day.
7/8/11 10:44 PM
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 *** END OF THE PROJECT GUTENBERG EBOOK THE
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