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KHP200 week 6 notes

by: Ally Merrill

KHP200 week 6 notes KHP 200

Marketplace > University of Kentucky > KHP 200 > KHP200 week 6 notes
Ally Merrill
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About this Document

Physical Activity/Education
History and Philosophy of Physical Education and Sport
Dr. Jill Day
Class Notes
KHP, 200, history, philosophy, Sport, kentucky, Lecture Notes




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This 6 page Class Notes was uploaded by Ally Merrill on Friday September 30, 2016. The Class Notes belongs to KHP 200 at University of Kentucky taught by Dr. Jill Day in Fall 2016. Since its upload, it has received 4 views.


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Date Created: 09/30/16
KHP200 Week 6 notes 9/23/16 CHAPTER 6 General Problems in Physical Education Class sizes: Recommendations vs realities:  E.S: 1 to 25 30 states have no  M.S: 1 to 30 state mandate!  H.S: 1 to 35 Consequences of larger class sizes?  Supervision is an issue with larger sizes  Increased risk of injury  Not enough equipment General Problems in Physical Education Exemptions/Waivers/Substitutions  Reasons for offering exemptions? o Injury, sickness, etc.  Should exemptions be permitted? Physical Activity as a form of punishment  NASPE (2009): “administering or withdrawing physical activity as a punishment is inappropriate and constitutes an unsound education practice”  Considered corporal punishment in several states Facilities  Necessary but not sufficient for delivering quality program  Maintenance cost vs access Skill Equity  Opportunity to develop competence  Physical educator’s responsibility Liability  An increasingly litigious society  Changes in what is (no longer) taught in programs  Districts have a “Risk Management Office”  Teacher supervision is critical (negligence) 9/26/16 Gender Equity  Title IX legislation o Says nothing about sport, athletics, or activity  Female high-school teachers still marginalized by male teaching partners  Participation of girls vs boys Good and Bad Competition  “competitive activities are inherently harmful for children” Good competition  creates a festival atmosphere  creates a forum within which children and youths can test themselves against accepted standards of excellence  involves rivalry  strive to make the best effort possible Fair Play . . . Its characteristics?  Full and responsible participation  Giving your best effort  Being a good sport  Respect the rights and feelings of teammates, opponents, and officials  Being helpful and not harmful Issues in Elementary School Physical Education  Analogy of deficits in reading and physical activity/motor skill development  Role of elementary schools? Specialist teachers  Elementary schools have self-contained classrooms  Classroom teachers responsible for delivering Physical Education  Most states now certify specialist teachers in Physical Education Elementary School Facilities  Oftentimes, gymnasium also serves as lunchroom  Strategies to maximize use of outdoor areas Developmentally Appropriate Practices  Establishing a learning environment  Instructional strategies  Curriculum and assessment 9/28/16 Curricular Issues Best curriculum model for K-6?  Focus for K-3: fundamental motor-skill development >>> skill themes model  Need for “joy-oriented” experiences  Focus on health/fitness need not be all “FITNESS”  Sport focus: not before fourth grade Secondary school physical education “busy, happy, and good” syndrome  Educational focus vs. recreational focus Multi-Activity curriculum  A general lack of outcomes  Short-term units covering a wide variety of activities . . . time available for learning?  Possible solution: “main theme” curriculum with a focus on mastery, and more time to learn Difficulty teaching situations  Class size  Heterogeneity of skill level Coed participation  False assumption of Title IX  Lower skilled girls Role Conflict vs. Role Strain The Intramural Program Persuasive problems:  Lack resources  Teachers lack enthusiasm/energy  Facilities being used immediately after school by sport teams  Student transportation to and from school  Coaches increasingly aggressive in controlling facilities Concluding Issue: Standards, Assessment, and Accountability  Support for quality physical education programs and physical activity from many different quarters of society is reflected in the numerous national recommendations and guidelines. . . but that is all they are  Needed: o Policies with accountability and oversight Assessment and Accountability: A multilayered problem How would you define “assessment”? “. . . tasks and settings where students are given opportunities to demonstrate their knowledge, skill, understanding, and application of content” Purpose(s) of assessment?  Support and encourage learning and growth  Use it as the basis for grades  Planning/changing yearly block plans Types of assessment: Formative Summative Informal Formal _________ = correction in person, constructive criticism no line = form of test/exam 9/30/16 Current trends in state level physical education  Physical education requirements in every grade level?  Allowing waivers/exemptions from physical education? Level?  Number of minutes of physical education per week o ES: 150 o MS & HS: 225 Why policy development for improving school physical education is so complex:  Well-intended legislative proposals are so poorly written  It is not the time in Physical Education . . . it’s what goes within that time in physical education The Future of Physical Education in a sport/fitness culture  Given that a) fitness and sport seem more popular than ever, and b) the broad support for physical education from parents, national organizations, federal government . . . why is there such a lack of interest among school and state policy makers?  How well do we deliver on our claim that “Our program teaches students to value physical activity and be physically active for a lifetime”?  Physical education cannot afford to limit itself to delivering quality lessons  An expanded focus is required  Distinguish the education and recreational focus of the various program components! Comprehensive School Physical Activity Program (CSPAP) (NASPE) 1. Quality physical education program 2. Physical activity during school a. Recess b. Field day c. Walking to classes 3. Before and after physical activity a. Liability issues b. Transportation issues c. Staff issues 4. Wellness programming for school staff 5. Involvement by families and the community a. Free food Coordinated School Health Program (CDC) 1. Health education 2. Physical education 3. Health services 4. Nutrition services 5. Counseling and psychological services 6. Healthy school environment a. Aesthetic view of the school 7. Health promotion for the school staff 8. Family and community involvement CHAPTER 7 Introduction  Surgeon General’s Report on PA and Health  Importance of the relationship between physical activity and health  Sedentary living > o Chronic disease >  Greater risk of premature death  Increased health care cost  Dramatic increase in childhood obesity  Health risks  Calculating childhood obesity  “fitness” is an umbrella term for several related concepts o exercise vs physical activity A Contemporary Understanding of Fitness  health related fitness vs motor performance (skill) related fitness o want everyone to achieve health related fitness o motor performance mostly for athletes  Defining health o Traditional view  The absence of disease (no disease/illness = considered healthy) o Contemporary view  Just because you’re physically well does not mean there is not something else in your life you would want to change  Emotional, intellectual, spiritual, social, occupational Health-Related Fitness  Linked to several “hypokinetic” diseases, and other conditions related to obesity o Little movement  5 components o cardiovascular strength o muscular strength o endurance o flexibility o body composition  core stability and flexibility are key  benefits of strength conditioning?  Moderate vs vigorous intensity activities  Gains in health fitness are not permanent


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