PE Plus: Ways to Make a Difference when Students Leave the Gymnasium

I was recently asked what the biggest challenge that PE teachers face today, and if I had a super power how would I fix it? My response was immediate – time was the problem and if I had a super power I would stop the clocks during PE class. As Physical Educators we know what quality programs look like and we know what it takes to impact health and fitness in a positive way, but very often we are not given enough time to accomplish all that we know is possible. While I consider myself fortunate compared to some because I see my primary students three times in a six-day cycle, I often feel rushed because I only see my upper elementary students twice in that same cycle. During my thirty-year career I have often lobbied for more time, but at some point I realized that more PE class time was a luxury that I might never see. In response, I began to look for ways to make a difference beyond PE class time. My goal was to increase activity time and focus on healthy choices. I divided my efforts into three segments: (1) classroom activity and healthy choices; (2) special events in school, and (3) student and family activity outside of school.

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Classroom Activity and Healthy Choices

In considering ways to increase activity time and healthy choices in the classroom, I first took into account that classroom teachers are overwhelmed and don’t have enough time to accomplish all that is required. The new Common Core Standards have only increased these expectations. Adding to their work was not a realistic goal so I sought to provide opportunities that would be fun, quick, and easy. Wellness Wednesday and Fitness Friday were born as a result of a school-wide wellness committee plan. Every Wednesday announcements remind students that, “Today is Wellness Wednesday. Eat a healthy snack.” Incentives as part of our Healthy Highway program allow students to “earn miles” when healthy snacks are eaten. This simple reminder puts the focus on healthy snacks and continues the conversation about the importance of good nutrition. Often students stop me in the hall to tell me what they had for a healthy snack!

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High School Physical Education-Part 2: Going On Offense with Innovative New Programs and Online Options

This article is the second part of a two part series. The first segment was published here.

In Part 1 of this series, I described ideas for “going on offense” rather than “playing defense” with high school physical education programs. I suggested that we build strong standards based programs that show accountability. I also suggested the implementation of a strong fitness education program that adheres to the SHAPE America fitness education framework to bring credibility to our programs. Finally, I suggested that offering innovative electives is another key ingredient for taking an offensive approach. In this second article in the series, I offer additional ideas for “going on offense” including ideas for innovative new programs and ideas for quality online options.

Create Innovative New Programs

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End of a Golden Era: The Demise of a PETE Program

We are sad and a bit angry – maybe even confused.

Due to significant falling enrollments it was decided by departmental and college administrators that we will admit the last class of PETE students in the fall of 2014, and class-by-class the program will disappear in four years. While the legacy of the program will carry on through those who have graduated over the years, our students will no longer walk the halls of our building or reside in our classrooms, gymnasium, swimming pool, or local schools. Our faculty will no longer engage in teaching PETE students or supervising field experiences. Those who retain their positions will contribute to the movement and sport science curriculum, if they are lucky. Some may decide to pursue positions elsewhere. Some may be dismissed.

Purdue is not the first large research-intensive university to announce the discontinuation of its PETE program of late. The University of Michigan (the first author’s alma mater) has also decided to close its PETE program doors. This troubling trend led a colleague from another institution to point out that “this appears to be another sign of the end of the golden era in PETE.” Yes, this is true for Purdue’s contribution to the State of Indiana in preparing future physical education professionals. The other twenty-one institutions in the state that prepare physical educators will carry on – at least for the time being.

You may be asking yourself “why did this happen and did we see it coming?” And you may be wondering if we tried to prevent the closing of the program, or if there is anything you can do to safeguard your program. The remainder of this essay will address these questions and related issues.

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Exercise Program to Increase Mobility for Children with Cerebral Palsy

This workout program is designed to give physical educators the tools needed to increase mobility, strength, and endurance for children with cerebral palsy (CP). Suggestions about body characteristics, stretching ideas, and workout strategies will also be presented. We share four complete workout programs designed on a continuum from less able to higher functioning such as for children who use wheelchairs, walkers to crutches or canes.

Special Olympics

As with any exercise program, intensity, duration, and frequency need to be optimized.
To help ensure the endurance component, children should maintain their heart rate at 60 to 80% of their max for 35 minutes.  Note: if students are exercising in a wheelchair or lying horizontal, reduce their maximum heart rate by 20 to 30 beats per minute.  For example, a girl 10 years old who uses a wheel chair, would have a target range of 220 – 20 or 30 = 190 or 180 x .6 to .8  = 114 to 152 or 108 to 144 beats per minute.  Exercises should be three or more times a week.  Remember, when doing weight lifting, move quickly from set-to-set or machine-to-machine to help maintain a higher heart rate.

Key Aspects to Remember and Look For

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Celebrate Student Learning with SPELL!

There are several ‘tools available for our tool belts’ as teachers of physical education when it comes to quality assessment procedures. In this article, we would like to SPELL one out for you!

 

Assessing student learning is a vital component of the teaching process and can act as a way to celebrate student achievement. Surveys, checklists, rubrics, rating scales, e-portfolios, etc., are just a few examples of possible assessment instruments to demonstrate and assess academic growth.

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Common Core Denominators Challenge PHE Teachers

Ready or not, here it comes!  New teacher evaluations, high stakes student assessments, and common core standards have been implemented whether educators are ready or willing.  While most teachers out there are plenty able, the real question is whether or not we have the ability to find the time to figure out how to implement the new content, collect enough evidence, differentiate various artifacts, and decipher between SLOs, GLEs, EALRS, EOCs, CBAs, and any other acronym I may have missed!  These days it seems as though there is so much more to learn and do ourselves we may actually forget our true task at hand – teaching.  Honestly, when do you have the time to stop, collaborate, and listen? Wait, I mean to collaborate, collect, plan, assess, communicate, and analyze? What time is left for the actual teaching itself?

 

School districts across Washington State are now following evaluations provided by Danielson, Marzano, and the University of Washington.  I don’t know about your trainers for your chosen model, but ours have all made it clear that we are never going to be “Distinguished” teachers again.  Instead, we can all hope to be so lucky to be “Basic” and every now and again on good days “Proficient.”  While I do know I will continue to shoot for “Distinguished,” I must commit to being “Efficient” in order to keep up with the changing of the times.

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What Keeps You Coming Back?

Recently, I was getting ready for the start of another school year. We all go through the same basic checklist: lesson plans ready for the first week, storeroom all set to get the equipment out, office put back together, and new supplies put away and ready to use. You may have even purchased a new pair of sneakers to start the year!

But let’s get to the deeper question. What motivates us to prepare every fall to begin a new school year? Why do we keep coming back year after year? Whether you are a rookie just starting out or a “seasoned veteran” who over the years has seen things come and go in education, why do you keep coming back? Why don’t you take a better paying job somewhere doing something else? Why don’t you retire the minute you are able to?

My guess is that we all got into teaching for very similar reasons. We wanted to help kids. We all liked being active in some ways ourselves and wanted to use that love of movement to teach kids the same appreciation.

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