Major Historical Influences

•  Physical education grew from a predominantly medical background, with major emphasis on fitness, grace in movement, and the development of character.

•  Accepted, all education should contribute to the development of the whole student, and p.e. had a role in that development.

•  Third major influence was the growth of sport and its acceptance into school and university curriculum.

BASIC CONCEPTS OF P.E.

• Education Through The Physical
According to Bucher:

1) Physical Development Objective:
The objective of physical development deals with the program of activities that builds physical power in an individual through the development of the various organic systems of the body.

2) Motor Development Objective:
The motor development objective is concerned with making physical movement useful and with as little expenditure of energy as possible and being proficient, graceful, and aesthetic in this movement.

3) Mental Development Objective:
The mental development objective deals with the accumulation a body knowledge and the ability to think and to interpret this knowledge.

4) Social Development Objective:
The social development objective is concerned with helping an individual in making personal adjustments, group adjustment, and adjustments as a member of society.

A Typical Education Lesson Included :

•  Fitness, skill development, knowledge, and social development.

•  An opening period of calisthenistics is thought to be necessary because of the fitness objective.

•  Skill drills are organized to meet the motor development objective.

•  Group activities are thought to contribute to social development.

•  To evaluate student performance in physical education, teachers administered a fitness assessment, a skill test and knowledge test, and gave a subjective grade on social behavior and sportsmanship.

•  A Variety of Activities was needed to fulfill the promise of this developmental model;

Team sports, individual sports, adventure activities, fitness activities

and dance all found acceptance within the multiactivity framework.

The Five Primary Concepts in Contemporary Education:

1) A physically educated person is one who has knowledge and skill concerning her or his body and how it works.

2) Physical education is health insurance.

3) Physical education can contribute to academic achievement.

4) A sound physical education program contributes to development of a positive self-concept.

5) A sound physical education program helps an individual to attain social skills.

OTHER IMPORTANT CURRICULUM MODELS

Movement Education

• The strongest alternative to education through the physical in recent

times has been movement education.

- Human movement, rather than fitness or sport, is seen as central meaning defining the profession.

• The purposes of movement education are to teach the student to do

the following:

1) Move skillfully, demonstrating versatile, end efficient movement in situations requiring either planned or unplanned responses.

2) Become aware of the meaning, significance, feeling, and joy of movement both as a performer and an observer.

3) Gain and apply the knowledge that governs human movement.

• Movement education curricula are most commonly organized around

these areas: educational dance, educational gymnastics, and

educational games.

• Since human movement defines the content of physical education, the

units in a movement-education curriculum are defined by movement

Concepts .

•  Traditional teaching styles are replaced by ones that emphasize problem solving, guided discovery, exploration, acceptance, and success. - ---- Students are viewed as individual decision makers, and

•  The teaching style is designed to create situations in which they can improve their abilities to make good decisions, with the final goal of achieving independence that will stay with them after schooling is finished.

•  Competition is typically kept to a minimum in this approach.

•  Children learn to value movement as much for its aesthetic and personal meaning as for its outcome in competition.

•  The Fitness Approach

• In the fitness models, the components of physical fitness (strength,

endurance, flexibility, etc.) are seen as the content of physical

education.

• Students not only become fit, but also learn what the physiological

basis of fitness is and what they need to maintain a healthy life-style.

• Fitness curricula typically utilize a lecture-laboratory approach,

emphasizing the achievement of fitness goals and knowledge goals

equally.

. Most fitness curricula are strongly oriented toward health fitness,

emphasizing cardiovascular performance.

•  Often, in high school, one entire semester or year is devoted to
fitness, with other parts of the physical education requirement devoted
to sports.

. In Australia and in parts of Canada a daily fitness program has been
created for elementary schools, separate from the instructional
physical education program.

. The program was developed in recognition of the need for regular
periods of exercise at an intensity appropriate for producing and
maintaining an adequate level of health fitness.

The Academic-Discipline Approach

• 1960's, an academic-discipline base for physical education developed. New areas of study such as sport sociology, sport psychology, and motor control developed.

• The content of physical education, from the academic-discipline perspective, is knowledge about the various sub disciplines of physical education.

. Physical activity and performance skills are still included within the program, but the major emphasis is on knowledge and understanding.

. Students read, conduct small experiments, keep journals, discuss issues, and engage in other activities where knowledge is more apparent as an outcome than is motor skill fitness.

• There are many numbers of ways to organize an academic discipline curriculum.

. Some programs are organized by sub disciplinaries; for example, sport psychology, sport aesthetics, and sport physiology.

. Others are organized more traditionally by sport forms.

. The focus is more knowledge-oriented and less performance-oriented than in traditional approaches to physical education.

Academic discipline curricula in physical education are often

thought using a problem-solving approach.

1) Teachers arrange educational experiences that encourage and

require problem solving.

2) Teachers gradually delegate more responsibility to student's

problem-solving abilities to increase.

3) Teachers remain responsible for outcomes and therefore act to

guide students in appropriate directions.

•  The ultimate goal is to teach people how to maintain a healthy lifestyle and a meaningful leisure life, and

•  How to be a knowledgeable consumer of fitness and physical education services in a modern society.

The Social-Development Model

• One of the most important educational influences of the 1969's and

1970's was the humanistic education movement.

The integrated goals of the many diverse models that together

constituted humanistic education were;

1) Treating students as individuals.

2) Focusing primarily on personal growth and social development

rather than on academic achievement.

• In physical education, this approach is often referred to as the “humanistic” model for physical education; it has been most widely used for personal growth and social development, especially with troubled adolescent students.

• The social-development model is designed:

- To help young people cope better with a complex social world.

- To achieve higher degree of control over their own lives.

- To contribute more positively to the small social worlds of which they are a part.

- The medium through which these goals are sought is physical education-the gymnasium, the weight room, and the playing field.

- The teacher is authentic and caring, and both tolerate student differences and be secure and firm enough to deal with them.

- The regardless of the teaching method, the teacher's interactions with students over time must show clarity the humanistic purposes of the model.

The Sport-Education Model

• This model defines the content of physical education as sport, and describes ways that sport can be thought to all students within the context of physical education.

- Within this model, sport is defined as playful competition, thus deriving its main conceptual focus from what had been described in physical education as “play education”.

• The sport education model has five defining characteristics.

1) Sport typically is done in sessions; thus, in sport education, the yearly curriculum is divided into sport sessions than units.

2) In a sport, players have affiliation; thus, in sport education, students become members of a team at the start of a season and retain that affiliation throughout that sport season.

3) Sport involves a formal competition; thus, in sport education, a season of competition is arranged at the beginning of a season-round-robin schedules, a series of dual meets, and so on.

4) It is in the nature of sport to decide a winner each season, which is accomplished through some kind of culminating event; thus, in sport education, a culminating event decides a championship for that reason.

5) Pert of the meaning and interest in sport involves records, scoring averages, saves, turnovers, and so on; thus, in sport education, records are kept and published to enhance interest and to build traditions within the sport.

• The sport education model assumes that good competition is both fun and educationally useful.

- Also developed from the observation that only the more elite athletes in schools got the opportunity to compete on sport teams, and that these benefits should be made more widely available to all students, regardless of talent.

• The sport education model differs from traditional forms of physical education.

- At the start of a season students are selected by or are assigned to teams.

- They practice as a team throughout the season.

- They prepare for competition together.

- They then begin their competitive season, preparing for and playing the games or matches, throughout this time, they strive to improve their performance, both individually and as a group.

• The teacher is much like a coach.

- Daily lessons are divided between practice and competition, with more time to devote to the competition schedule as the season progresses.

- The sport education model also suggests that students learn the roles of coach, referee, and administrator.

- Students organize their teams, make substations, referee games, keep records, publish future schedules and recent results, and generally learn to administer their own teams and the details of that particular sport season.

The Adventure-Education Approach

• First, the idea that adventure activities-particularly risk activities in the natural environment have potential for education and character development has grown consistently in educational philosophy

throughout this century.

• Second, public interest in outdoor recreation has increased substantially in the past several decades.

- These two trends have made it possible for physical educators conceptualize and implement at adventure-education curriculum within physical education.

- Activities such as kayaking, scuba diving and caving take place in natural environment and often involve some risk.
Set of goals:
- to gain skill,
- to participate safely, and
- to gain utmost satisfaction from participation.
The purposes of adventure education show both the similarities to and differences from more traditional physical education goals:

1) To learn outdoor sport skills and enjoy the satisfaction of competence.

2) To live within the limits of personal ability related to an activity and the environment.

3) To find pleasure in accepting the challenge and risk of stressful physical activity.

4) To learn mutual dependency of self and the natural world.

5) To share this experience and learning with classmates and authority figures.
• More time is needed.
• Instruction often takes place in small groups.
• Since risk is involved, safety becomes a paramount.

The Eclectic Curriculum

•  This mixture can be offered as units within a required program of

physical education, or as elective courses.

•  The electives might include more fitness courses, adventure courses, sport courses, or social-development courses.

•  RECENT INFLUENCES ON PHYSICAL EDUCATION
Title IX

• The major provision of the Title IX was that no person would be denied access to participation based on sex in any educational program receiving federal financial assistance.

• In physical education the most important specific influences of Title IX were;

1) Co-educational classes,

2) Assignment of teachers based on skill rather than on gender,

3) Grouping based on ability rather than gender, and

4) Equal access for boys and girls to be entire physical education curriculum.

Public Law 94.142
• The main feature of this law was that it ensured that all children with disabilities would receive a free, appropriate public education that included all services necessary to meet these children's unique needs.

• Physical education, including special physical education, adapted physical education, motor development, sports and games, dance, intramurals, and lifetime sports, must be available to every child.

- Sometimes, these students are mainstreamed in regular physical education classes with regular students of the same age group.

PES 415 HISTORY AND PHILOSOPHY OF PHYSICAL EDUCATION AND SPORTS