EED 8

Teaching P.E and Health in

the Elementary Grades
 UNIT I


Introduction to Teaching
Approaches, Methods and Styles
 
 Physical Education (PE) develops students’
competence and confidence to take part in a range of
physical activities that become a central part of their
lives, both in and out of school.
 A lack of activity increases the risk of heart disease,
colon and breast cancer, diabetes mellitus,
hypertension, osteoporosis, anxiety and depression,
and other diseases.
 
 Recent studies have found that in terms of mortality,
the global population health burden of physical
inactivity approaches that of cigarette smoking and
obesity
 Indeed, the prevalence of physical inactivity, along
with this substantial associated disease risk, has been
described as a pandemic.
 
 Physical literacy is consisting of movement, motor- and
activity-specific skills. In the early grades the learners
are taught the ‘what,’ ‘why’ and ‘how’ of the
movement.
 This progresses to an understanding of the ‘why’ of the
movement which is achieved by developing more
mature movement patterns and motor skills in a wide
range and variety of exercise, sports and dance
activities to specifically enhance fitness parameters
 
 The learners build on these knowledge and skills in order to
plan, set goals and monitor their participation in physical
activities (exercise, sports and dance) and constantly evaluate
how well they have integrated this their personal lifestyle.
 This implies the provision of ongoing and developmentally-
appropriate activities so that the learners can practice, create,
apply and evaluate the knowledge, understanding and skills
necessary to maintain and enhance their own as well as others’
fitness and health through participation in physical activities.
 
 The curriculum also allows for an inclusive approach
that understands and respects the diverse range of
learners; thus, the program takes into account their
needs, strengths and abilities.
 This is to ensure that all learners have equivalent
opportunities and choices in Physical Education.
 
 The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of
movement.
 It focuses on developing the learners’ understanding of how the
body responds, adjusts and adapts to physical activities.
 This will equip the learner to become self-regulated and self-
directed as a result of knowing what should be done and actually
doing it; if the learners are equally confident in influencing their
peers, family, immediate community, and ultimately, society.
 These are all valuable 21st century skills which the K to 12 PE
Curriculum aspires for the learners to develop
 

Physical Activity
Guidelines for
School-Aged
Children and
Adolescents
 
 The Physical Activity Guidelines for Americans,  issued by the US
Department of Health and Human Services, recommend that
children and adolescents ages 6 through 17 years  do 60 minutes
(1 hour) or more of moderate-to-vigorous physical activity
daily. 
 Regular physical activity in children and adolescents promotes
health and fitness.
 Compared to those who are inactive, physically active youth
have higher levels of fitness, lower body fat, and stronger bones
and muscles.
 
 Physical activity also has brain health benefits for school-
aged children, including improved cognition (e.g.,
academic performance, memory) and reduced symptoms
of depression.
 Regular physical activity in childhood and adolescence
can also be important for promoting lifelong health and
well-being and preventing risk factors for various health
conditions like heart disease, obesity, and type 2 diabetes.
 

Key Guidelines for School-Aged Children

and Adolescents
 
It is important to provide young people
opportunities and encouragement to
participate in physical activities that are
appropriate for their age, that are
enjoyable, and that offer variety.
 Aerobic

  Most of the 60 minutes
or more per day should
be either moderate- or
vigorous-intensity
aerobic physical
activity and should
include vigorous-
intensity physical
activity on at least 3
days a week.
 Muscle-strengthening

 As part of their 60
minutes or more of
daily physical activity,
children and
adolescents should
include muscle-
strengthening physical
activity on at least 3
days a week.
 Bone-strengthening

 As part of their 60
minutes or more of
daily physical activity,
children and
adolescents should
include bone-
strengthening physical
activity on at least 3
days a week.


PHYSICAL EDUCATION
IN THE CONTEXT OF
SCHOOLING
 
 Physical education became a subject matter in schools (in
the form of German and Swedish gymnastics) at the
beginning of the 19th century (Hackensmith, 1966).
 Its role in human health was quickly recognized. By the
turn of the 20th century, personal hygiene and exercise for
bodily health were incorporated in the physical education
curriculum as the major learning outcomes for students
(Weston, 1962).
 
 The exclusive focus on health, however, was criticized by
educator Thomas Wood (1913; Wood and Cassidy, 1930) as
too narrow and detrimental to the development of the whole
child.
 The education community subsequently adopted Wood’s
inclusive approach to physical education whereby
fundamental movements and physical skills for games and
sports were incorporated as the major instructional content.
 
 Sallis and McKenzie (1991) published a landmark paper stating that
physical education is education content using a “comprehensive but
physically active approach that involves teaching social, cognitive,
and physical skills, and achieving other goals through movement” (p.
126).
 This perspective is also emphasized by Siedentop (2009), who states
that physical education is education through the physical. Sallis and
McKenzie (1991) stress two main goals of physical education: (1)
prepare children and youth for a lifetime of physical activity and (2)
engage them in physical activity during physical education.
 
These goals represent the lifelong
benefits of health-enhancing physical
education that enable children and
adolescents to become active adults
throughout their lives.
 Physical Education as
Part of Education

 Physical education as part of education provides the
only opportunity for all children to learn about
physical movement and engage in physical activity.
 To understand physical education as a component
of the education system, it is important to know that
the education system in the United States does not
operate with a centralized curriculum.
 
 The curriculum is
designed so that the
children are engaged in
physical activities that
demonstrate relevant
scientific knowledge.
 The goal is the
development and
maintenance of individual
student fitness.
Online Physical
Education
  Online physical education is a
growing trend. Fully 59 percent of
states allow required physical
education credits to be earned
through online courses. Only just
over half of these states require that
the online courses be taught by
state-certified physical education
teachers. Daum and Buschner (2012)
report that, in general, online
physical education focuses more on
cognitive knowledge than physical
skill or physical activity, many
online courses fail to meet national
standards for learning and physical
activity
Appropriate and Inappropriate Practices

Related to Fitness Testing in Schools and
Other Educational Settings
 APPROPRIATE PRACTICE
 INAPPROPRIATE PRACTICE

In elementary school, motor skills are the focus of Health-related fitness is rarely integrated into
instruction, with health-related fitness components instruction. Students fail to understand the benefits of
being integrated into the curriculum and lessons health-related fitness and know little about how to
focused on fitness education. develop a fitness plan.

Fitness testing is used to set individual goals as part Fitness testing is conducted without meaningful
of fitness education. At the secondary level, understanding, interpretation, and application.
students use fitness test data to design and apply a
personal fitness plan.
 
Physical educators use fitness assessment as part of the Physical educators use fitness test results to assign a
ongoing process of helping students understand, enjoy, grade.
improve, and maintain their physical fitness and well-
being (e.g., students set fitness goals for improvement
that are revisited during the school year).

Children are physically prepared to participate in fitness Children are required to participate in fitness testing
testing. without proper preparation.
 
The following areas are
recommended in teaching health
and physical education:
 
 Taking A Whole-Of School Approach
 Considering Physical Activity in All School- Related
Policy Decisions
 Designating Physical Education as a Core Subject
 Monitoring Physical Education and Opportunities for
Physical Activity in Schools
 Providing Preservice Training and Professional
Development for Teachers
 Ensuring Equity in Access to Physical Activity and
Physical Education