philosophy of Physical Education
The end goal of a physical education program is that all students leave school with the knowledge, ability level, and intrinsic motivation to live a healthy and active lifestyle and to be active for life.
For this to happen, students must be taught fundamental movement skills (FMS) such as throwing, catching, and running in their early years of elementary. To teach FMS it is important to first break down the skill and then progress to having students implement the skill through low organized games. As students move through elementary, movements become more complex, for example, not just teaching students to dodge, but also to fake and dodge. Low organized games become more complex and skills begin to be put into a more sport-specific context in some cases. As students move into middle and high school, a greater emphasis is put on strategies. To ensure less skilled students also meet curriculum outcomes are met, it is important to use a teaching games for understand (TGfU) approach.
When planning units for phys. ed. it is best to have a variety in units at the older ages once fundamental skills have already been learned. Students should be introduced to games/sports from other cultures as well as games/sports that are popular within their community. To have a well rounded program, students should also be exposed to other recreational activities such as dance and educational gymnastics. The greater the variety being provided, the more likely it is that a student will find something they are interested in and pursue outside of school.
For this to happen, students must be taught fundamental movement skills (FMS) such as throwing, catching, and running in their early years of elementary. To teach FMS it is important to first break down the skill and then progress to having students implement the skill through low organized games. As students move through elementary, movements become more complex, for example, not just teaching students to dodge, but also to fake and dodge. Low organized games become more complex and skills begin to be put into a more sport-specific context in some cases. As students move into middle and high school, a greater emphasis is put on strategies. To ensure less skilled students also meet curriculum outcomes are met, it is important to use a teaching games for understand (TGfU) approach.
When planning units for phys. ed. it is best to have a variety in units at the older ages once fundamental skills have already been learned. Students should be introduced to games/sports from other cultures as well as games/sports that are popular within their community. To have a well rounded program, students should also be exposed to other recreational activities such as dance and educational gymnastics. The greater the variety being provided, the more likely it is that a student will find something they are interested in and pursue outside of school.