PE 280APPROPRIATE AND

INAPPROPRIATE PHYSICAL EDUCATION

PRACTICES

CURRICULUM PE Curriculum has an

obvious scope and sequence

It is based on goals and objectives that are appropriate for all children such as

• Games• Educational Gymnastics• Skill themes• Rhythms & Dance

PE Curriculum lacks developed goals and objectives

It is based on teacher’s interests, preferences, and back ground rather than children such as large group games

MOVEMENT CONCEPTS & MOTOR SKILLS

Children are provided with frequent and meaningful age-appropriate practice

It develops a functional understanding of movement concepts (Body awareness, space awareness, effort, and relationship

Children participate in a limited number of games and activities

Opportunity for individual children to develop basic concepts and motor skills is restricted

MOVEMENT CONCEPTS & MOTOR SKILLS (Cont.)

PE builds competence and confidence for children to perform wide variety of motor skills

COGNITIVE DEVELOPMENT

PE teachers provide experiences that encourage children to question many concepts

• Art• Music• Mathematics Children gain a wide

multicultural view of the world

Children do not receive opportunities to integrate their physical education with other classroom experiences

AFFECTIVE DEVELOPMENT

PE teachers design and teach activities to improve children’ social and cooperative skills

PE teachers help children to experience satisfaction and joy from physical activity

PE teachers ignore opportunities to help children understand the emotions they feel as a result of participation in physical activity

FITNESS

Children participate in activities that are designed to help them understand and value of physical fitness and a healthy lifestyle

Children are required to participate in fitness activities

But children are not helped to understand the reasons why

PHYSICAL FITNESS TESTS

Ongoing fitness assessment is used for helping children to understand, improve and, maintain physical health and well being

Results are shared privately with children and their parents to develop fitness knowledge

Physical fitness tests are given once or twice a year

Because they are required by a school districts and or state department

Children are required to complete tests without understanding

CALISTHENICS

Appropriate exercises are taught for the specific purpose of improving the skill, coordination, and fitness

Children perform calisthenics with no specific purpose such jumping jacks

FITNESS AS A PUNISHMENT

Fitness activities are used to help children increase personal physical fitness levels

This is provided in a supportive, motivating and progressive environment to promote lifetime fitness attitudes

Fitness is used by teachers as a punishment for children’s misbehavior

Such as running laps, push ups

ASSESSMENT

Teacher decisions are based on ongoing individual assessments not a single test score

Children are evaluated on the basis of fitness test scores or a single physical skill test

INVOLVEMENT

Children participate in their regularly scheduled PE class

Because it is recognized as an important part of their overall education

Children are removed from PE classes to participate in classroom activities

Or as a punishment for not completing assignments or for misbehavior in the classroom

ACTIVE PARTICIPATION

Al children are involved in activities continuously

Classes are designed to meet a child’s need for active participation in all learning experiences

Activity time is limited because children are waiting in lines

Children are organized into large groups

Children are eliminated with no chance to re-enter activities

DANCE & RHYTHMS

The PE curriculum includes a variety of rhythmical, expressive and dance experiences

The PE curriculum includes NO rhythmical, expressive, or cultural dance experiences for children

GYMNASTICS

Children are required to sequentially develop skills appropriate to their ability in non-competitive environments

Such as balancing, rolling, jumping, landing, and weight transfer

All students are required perform same routines on and off apparatus

This is regardless of their skill level, confidence, and body composition

GAMES

Games are selected, designed sequenced, and modified by teachers or children

To maximize the learning and enjoyment of children

Games are taught with no obvious purpose or goal rather than to keep children “busy, happy, and good”

RULES GOVERNING GAME PLAY

Teachers or children modify official rules, equipment of adult sports

To match the varying abilities of children

Official adult rules of team sports govern the activities

This results in low rates of success and lack of enjoyment

FORMING TEAMS

Teams are formed in ways that preserve the dignity and self-respect of every child

Children form teams cooperatively or randomly

Teams are formed by captains

Teams are formed by pitting “boys again the girls”

GENDER DIRECTED ACTIVITIES

Both boys and girls are equally encouraged, supported ,and socialized toward successful achievement in all activities

Girls are encouraged to participate in activities that stress traditionally feminine roles

Boys are more often provided with leadership roles in PE classes

NUMBER OF CHILDREN ON TEAM

Children participate in team games with formation of two or three per team to increase numerous practice opportunity

Children participate in full-sided games

COMPETITION

Activities emphasize self improvement, participation, and cooperation instead of winning and loosing

Children are required to participate in activities that label children as “winners” and “losers”

CLASS SIZE

PE classes contain the same number of children as the classrooms

Such as 25 children per class

Two or more classrooms are combined

Such as 100 children in a gym

SUCCESS RATE

Children are given the opportunity to practice skills at high rates of success adjusted for their individual skill levels

All children are expected to perform to the same standards

With no allowance for individual abilities and interests

DAYS PER WEEK/LENGTH OF CLASS TIME

Children are given the opportunity to participate daily PE activities throughout the year

Length of the class is appropriate for the developmental level of the children

Children do not receive daily, instructional PE

FACILITIES

Children have adequate space to move freely and safely

PE classes are regularly held in school hallway or in classroom

EQUIPMENT

Enough equipment is available

Each child benefits from maximum participation

Equipment is matched to the size, skill level, and confidence of the children

An insufficient amount of equipment is available

Adult size equipment is used

PE & RECESS

PE classes are planned and organized to provide children with opportunities

To acquire the physical, emotional, and social benefits of PE

Free play or Recess is used as a substitute for daily, organized PE lessons

FIELD DAYS

Field days is designed so that every child is a full participant and derives a feeling of satisfaction from physical activity

There is intense team, group, or individual competition with winners and losers clearly identified