Writing this essay took me back in time. It involved a jump-around process blending my thoughts on past events and imagining physical education’s future. It all began with a comment from my wife who at the time was an elementary and high school principal. It was the best of both worlds. While I was teaching I was hearing an administrator’s perspective as each year progressed. But one day she commented that PE was on the wrong track. This got my attention. What did she mean? She explained, “I want to know the numbers!” In other words, what were my measurements of success? Where was the evidence? How did I know that what I was doing was having any impact on the well-being of my students after graduating from high school? It’s these questions that continue to haunt our profession today.
In recent years, the value and quality of physical education has advanced as a result of the brain research findings and technological advances. Many of our colleagues are using this information and equipment to support their teaching. But as we all know, there are still far too many physical educators who either don’t care or are uninformed. Not surprisingly, the result is that physical education too frequently gets a bad rap from outsiders. Something is clearly missing. What can be done? To me, one key solution is to improve advocacy and to increase the sharing of information.
It all starts with professional preparation and the college experience of future teachers. I can remember that one of the classes I was required to take explained how to integrate PE with the so-called core subjects. At that time this was an idea bordering on heresy! But to make a long story short, it ended up saving my job and started a new era of respect for PE in my school that continued for the 36 years of my public school teaching career.