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PE-NEWS November 17, 2008 Volume 10, Number 9  http://www.pelinks4u.org
2009 NAKPEHE HONOR AWARDS NOMINATION FORM

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From:  Stephen Jefferies jefferis@cwu.EDU

PE-NEWS November 17, 2008
Volume 10, Number 9
http://www.pelinks4u.org


PE-NEWS
A Free Monthly Email Newsletter
From pelinks4u
November 17, 2008
Volume 10, Number 9
http://www.pelinks4u.org

NEW - free PODCASTS available on selected articles

NOVEMBER EDITORIAL

Preparing Tomorrow’s Physical Educators - Readers Respond
(Available as an audio Podcast at http://www.pelinks4u.org)

Last month I pondered how to better prepare future physical educators.  The topic drew a surprisingly large response from readers around the country. Below, is a selection from the many comments and suggestions received.  Thanks to everyone who responded.

CLARIFY THE PURPOSE OF TEACHING PHYSICAL EDUCATION

In many instances, new physical education majors are not entirely certain about their career choice.  According to Johnny Mack, initially at least, it’s probably for the wrong reasons. But, he continues, what I have learned, is that the physical education teacher is the one teacher who has the opportunity to make the greatest impact in young people’s lives.  Not just because it is a fun class, but also because we get the opportunity to teach them life lessons through what we teach.

Many readers felt it vital that future physical educators clearly understand our mission and especially our goal of impacting the lives of all students and not just the already athletically gifted. Jeanette Brownfield writes,  As they [our students] grow, they will find what activity they are interested in pursuing, but if I turn them off to Physical Education in elementary school, I've turned them off to PE for the rest of their lives.

Howie Weiss reinforced this idea by emphasizing, we need to convince physical education majors that the most important difference they can make is in the life of average to below average PE students. These are the kids who will become couch potatoes if we don't make a difference. We need to judge our success on how much these students prosper in our class.

Kathy Racine emphasized greater empathy for all students.  Not all of your students will love Physical Education class. Take care of them too. Make it so that they look forward to your class and not dread it. ENJOY your students. They do want to feel good about themselves, and you can make their day so easily just by showing them you care.

UNDERSTAND THAT TEACHING TODAY ISN’T WHAT IT USED TO BE

Several readers pointed out that today’s physical educators face challenges vastly different from the past. Shauna Briggs writes,
New teachers need to recognize the changing world in which today’s students live…different cultures, customs, and many language barriers.  One of the first days of class I discovered that many students did not know what softball or baseball was. I have a large population of Muslim students and they were fasting for the first month of school (Ramadan).  I had to re-think how to grade/assess these students during that time period. Also, PE clothing for the Muslim girls is very different, as they must remain clothed with skirts and head dressing during class.

Increased emphasis on academic accountability has had many consequences for public school physical education. In some schools, administrators and teachers are concerned with only academics, and physical education is not supported. Positions, budgets, and time for physical education have been reduced or entirely cut.

We seem to be treating students like "brains on a stick," not like whole human beings who need a balance of academic, physical, musical, artistic, and emotional preparation.(Kathy Rose)

Effectively responding to this lack of support is not easy. There is some - but not substantial - evidence to support the connection between good health and academics. Movement experiences can certainly reinforce learning. But there is also risk (and professional disagreement) in justifying our existence on the basis of health promoting or academic supporting arguments. And, as Pamela Rasmussen points out, for physical educators the expectations can become overwhelming.

Welcome to MY world and those of many of my elementary school colleagues! How we are supposed to teach all of this cognitive work inside a 30-minute session, twice every 6 days with a warm-up, skill development, practice application (forget cool down/stretching)
AND wrap up the learning, apply our science, math, and reading standards, and set up for the next PE class… Oh, and that is ONLY if the children are here on time from the classroom, and there is no passing time for transitions, coats on and off, for coming in or exiting. It is getting crazy out here in the reality of a PE class setting! Our kids are working so very hard to meet standards, deal with huge language barriers, and then they are getting less time to be active.

Several readers urged that new physical education teachers receive better mentoring, and regular opportunities to work closely with master teachers. Others lamented at the unrealistic expectations often placed on new teachers.

Our future professionals graduate from college and are very excited to be the best teachers in the world. Then they run into the bad teachers who sit in a chair and throw out the ball! They are hired by principals, and are told that they need to change the physical education curriculum at the school. They need the tools to be able to go into a school and make changes in a positive way. (Crystal Gorwitz)

ADDRESS THE CHALLENGES OF COMBINING TEACHING
AND COACHING

The motivation for many college physical education majors is a desire to coach. Critics argue that many teacher-coaches tend to ignore teaching responsibilities, and devote most of their energies to coaching. But as Garrett Miller points out, coaches can have a huge and positive impact on student lives.

Coaching is important to me. Coaches love to connect with kids. One could argue that coaches have a stronger impact on an athlete’s life than a teacher does. After all, helping and making an impact on a young person’s life is a major reason why most people become teachers. Isn't it?

In the past I’ve attempted to dissuade new teachers from assuming high profile coaching positions early in their careers because of the obvious time conflict: There simply aren’t enough hours in the day to plan and teach a quality physical education program, coach effectively, and have time left for any sort of quality personal or family life.
Marilyn Laidlaw writes,

By the end of the day I am so exhausted from giving my all to devising learning situations that benefit all my students, including my mainstreamed students, I need to go home and recover. I have no energy left to last another 1-1/2 to 2 hours in coaching a sport.

However, given that many new physical education teachers will be hired based on their ability to coach, maybe college educators need to do a better job of preparing students to be able to do both successfully. Rose Bonanno suggests that more needs to be done to point out the differences between athletics and physical education.

The goals of athletics and physical education are different. PE promotes activity and encourages all to be active for a lifetime. High School sports are for skilled athletes to compete to win. Often the chosen sport is not conducive to a lifetime of activity. Think old wrestlers or football players. Athletics and outside sports should not be a substitute for PE.

The previous experience of our physical education majors also needs to be remembered. Many of them chose this career because they loved and excelled in athletics. It’s not easy for them to understand the need and value of modifying sports to increase participation and success, or reexamining the purpose of athletics in school settings. Writes Ann Martin,

I am a competitive athlete and so are my own children, but as I watch the parade of students who we encourage to BE ACTIVE try out and get cut from all kinds of team sports in 7th grade, or who make it and sit the bench, it makes me wonder if the model is all wrong! As physical educators and coaches, perhaps we can help change this model, which is not only detrimental physically but also emotionally for kids. All this occurs at a time in their young lives (junior high) when belonging is so critical! It's no wonder they turn to other avenues for acceptance!

IMPROVE COLLEGE PREPARATION PROGRAMS

Several readers offered suggestions for improving the college preparation of physical educators. Getting student out early into schools to observe good teaching and work with children was strongly recommended.

Students need authentic experiences such as: site visits to observe effective teachers, interactions with quality teachers, opportunities to field test lesson plans, opportunities to learn about and design differentiated curriculum based on interactions with actual school age students.(Shelly Smith)

Early experiences with children would provide the additional benefit of helping new physical education majors reflect on their career choice.

Young college students are sometimes unsure if physical education is for them. If you require these students to help with physical education classes, they will learn quickly if this is for them or not. Have the students participate with the young students, help demonstrate, help keep control of the classes. (Ryan Anthony)

Several teacher preparation programs enjoy a connection with a university-based  school. Lori Smith at the University of Northern Iowa notes that her students spend extensive periods of time in the university’s laboratory school working with children.  Where this isn’t possible, Carrie Gosselin suggested teacher educators should spend less time in the classroom talking, and more time in the gym modeling what they want new teachers to learn.

Put students immediately into elementary physical education lessons.  Debrief them weekly and use the lessons as talking points. Now you can talk about procedures, rules, standards, the vocabulary that the state expects students to learn, pinpointing, slanty rope (adaptations), why a lesson plan is important to your substitute, etc.

Improved student advising would increase the likelihood of ensuring future physical educators were truly suited to our profession.

If they don’t make the grade, give them the direction and guidance until they do. If they can’t make it, they move on to something else.  Standards/expectations for undergrads need to be tightened. We want the BEST and we want young adults who are serious and committed. (Karen Bagby)

A concern was expressed about the limited time physical education majors spend student teaching. In some programs this time was split between the gym and the classroom, and sometimes between different grade levels (elementary, middle, and high). The resulting combination was inadequate for students to successfully develop and apply their teaching skills.  Paul DeHaven felt that there had been a decline in the skills of today’s student teachers. He observed,
Many of them do not go out and gain teaching experiences before they student teach, and they lack fundamental skills… It seems that many programs spend so much time on lesson plan development, how to research, and other skills that are not as vital as the actual skill of teaching.

And Marilyn Laidlaw and Randy Fuller felt that more needed to be done in colleges to help students learn how to adapt and modify various lessons for disabled students who will be mainstreamed into PE classes.
New teachers need to engage the non-handicapped students to take some responsibility in helping their classmates to be successful. This really improves the outcome, as well as the class climate. When you can achieve buy-in from the non-disabled to lend a helping hand (or word) to those with limitations you really can generate a "family-like" atmosphere. (Marilyn Laidlaw)

Not surprisingly, some readers questioned the qualifications of university teacher educators to advance physical education.
First educate the university teachers. If we (teacher educators) are to design and implement more effective and meaningful curriculum, we must not only know the tenets and principles that will enable us to do so, we must model effective teaching.

And, Some of the college professors that I have met haven't taught physical education in twenty years and don't know what is going on in our schools today. I think that college professors need to take responsibility to get outside of their campuses and visit real schools and see what is being taught today, and not just lecture about what physical education should look like!

Finally, on the topic of role modeling, readers urged colleges to invite more exemplary role models - especially teachers from our public schools - onto campus to demonstrate effective teaching and add legitimacy to the practices teacher educators are attempting to advocate. And to encourage future teachers to role model a healthy and active lifestyle, Cathrine Himberg at Chico State includes a Personal Fitness Project in her majors’ capstone course. Not only does it increase their personal health but also it provides a model they can modify and use with secondary students once they begin teaching.

INCREASE PROFESSIONAL INVOLVEMENT

One of keys to sustaining public school physical education is effective advocacy. Unfortunately, so many - the vast majority - of today’s physical educators show little interest or support for professional organizations attempting to advocate on their behalf. Complicating this situation is the difficulty in many districts of finding substitutes for teacher wishing to take time off for professional development. And for new teachers, it may be less a lack of interest and more a lack of time.

A lot of first year teachers are overwhelmed by the amount of meetings and time it takes to be a good effective teacher. I have not attended any conferences yet due to a busy schedule and the amount of after school meetings I already attend. (Shauna Briggs)

Orienting student majors towards involvement in our state and national organizations does however probably need to begin at the collegiate level.

College students need to see themselves as professionals early on, and they need to understand why we have professional development. (Lori Smith)

At some institutions, students are required to attend professional workshops. For some, this is resented, and consequently when attendance is no longer required resist future participation.  However, it was also pointed out that it’s not enough to simply require student attendance.

New students need guidance when attending workshops and conferences. It’s frustrating and not motivating to be new and not know where to go, what to do, or what to see.

If you have suggestions for improving the preparation of future physical educators, or comments on the ideas you have just read, please send them to pelinks@pelinks4u.org. Clearly this discussion needs to continue.

Steve Jefferies, Publisher pelinks4u

PE NEWS NOVEMBER SPONSOR - MESSAGE FROM SPEED STACKS FOR K-12 PHYSICAL
EDUCATORS
FREE Staff Development - Speed Stacks, Inc. will now travel to your next District In-Service and provide FREE Staff Development program customized to meet your needs! For more details and scheduling, call 1-877-468-2877 and speak with a member of our Education Team or go online to www.speedstacks.com

NOVEMBER PE NEWS HIGHLIGHTS
Visit http://www.pelinks4u.org/ for ALL the details and ACTIVE links to these news stories.

PHYSICAL EDUCATION
AND SPORTS

$12 Million Head Start Grant Awarded to NASPE and AAPAR to create "Head Start Body Start: The National Center for Physical Development and Outdoor Play." Congratulations!

NFL Network launches Keep Gym in School initiative. Read the news report on this program.

Elementary-level physical educators and recreation professionals wanted to participate in an evaluative study of new playground fitness  programming.

PEvideo.org is a collection of online video of sport skills and games for physical education teachers, students, coaches, and athletes.

Second issue of the online Journal of Coaching Education is now available (free!)

NASPE's Teacher Toolbox is filled with exciting activities focused on a theme of Cardio Play Every Day as well as some Thanksgiving celebration ideas.

Renae Buss publishes her new bSAFE bFIT! WELLNESS Newsletter (and congratulations to the Iowa Team Fitness project on receiving a PEP grant!).

SPARK Coordinated School Health Program now available! Call 1-800 SPARKPE, visit www.sparkpe.org or email spark@sparkpe.org to learn more.

Physical Education teacher Ben Crossett has created an "Anatomy Arcade" as a resource to teach basic human anatomy.

Not sure what to do about overweight children in your classes?  Shape Up America has some assessment tools and sample letters to parents.

NASPE Sets the Standard promotional physical education video now on YouTube.

Tips for addressing diversity in your Health and Physical Education class.

Promote physical activity outside of your physical education classes. Peaceful Playgrounds introduces children and school staff to the many choices of inexpensive activities available on playgrounds and field areas.

PE Central offers some great "bulletin board" ideas to promote your program.

Circus in P.E. Classes - Who's teaching it? What's being taught?  Be part of this national survey!

PHYSICAL ACTIVITY, NUTRITION,
AND OBESITY

Walking forum report shows need to expand physical activity in schools. America's Health Starts With Healthy Children: How does your State rate?

California is the first state in the nation to require nutritional menu labeling for restaurant chains with 20 or more locations statewide.

Read
California's After School Physical Activity Guidelines.

American College of Sports Medicine (ACSM) announces a new specialty certification for professionals promoting physical activity focused on the public health setting.

2008 Physical Activity Guidelines for Americans.

Learn how to use social marketing to plan nutrition, physical activity, and obesity prevention programs. Free online course.

"Promoting Physical Activity Using Technology" information from The President's Challenge.

Research to Practice Symposium Promoting Environmental and Policy  Change to Support Healthy Aging, September 15-16, 2009.

Cooper Institute's New Website, "Stand Up & Eat" provides physical activity tools for consumers.

In School Prevention of Obesity and Disease. Read what is happening in North Carolina.

What's the connection between exercise and the brain? Read SPARK by John Ratey.

Study: Bullying outweighs obesity in parents' minds
Those who eat fast get fatter, says report

Many low-income, minority students get little or no recess

Schools lag in phys ed instruction. Only 67% met mark, records show

GRANTS

    * Grant Opportunities: Comprehensive list posted by NASPE (membership required to view)

CONFERENCE/WORKSHOP CALENDAR
http://www.pelinks4u.org/calendar/calendar.htm
Check out our professional calendar for upcoming events. If you have news or a professional event you can add it to our professional calendar.

PELINKS4U - NOVEMBER FEATURED ARTICLES:
Please share with your colleagues and students.

The American Health Deficit: Sleep Deprivation
By Dr. Kim Archer and Dr. Lisa Alastuey.
How does the lack of sufficient sleep affect your body, mind, and life?
http://www.pelinks4u.org/articles/sleepDep1108.htm
--Also available as an audio Podcast

Serving the Community and University Through Partnerships
By Drew Zwald, Starla McCollum, Willie Burden, Jim McMillan & Padmini
Shankar, at Georgia Southern University.
This article describes a multi-faceted partnership between Georgia
Southern University and the Boys and Girls Club of Bulloch County.
http://www.pelinks4u.org/articles/burden1108.htm

Coaching & Sport: Fall Activity Ideas
By Deborah Jo Cadorette.
Does your school provide leadership training for team captains? Do your captains understand the responsibilities of their position? Are your captains comfortable communicating with peers as the team captain? The 2008 AAHPERD National Conference offered an informative presentation by a panel of Athletic Directors.
http://www.pelinks4u.org/articles/caddorette1108.htm

Mexican Folkloric Dance: Bailamos?
By Philip Conatser & Zelma Mata.
In this article Philip Conaster interviews a dance professor of 30 plus years and shares a historical perspective of Mexican folkloric dancing, benefits, objectives, selection, terminology, two easy-to-learn dances, and some simple modifications for people with disabilities.
http://www.pelinks4u.org/articles/Conatser1108.htm

Philippine and Foreign Dances In the Philippine Secondary Schools
By Bienvenido Constantino.
The Philippine Department of Education has designed activities other than team or outdoor sports to be taught in the rainy seasons (June-September). Philippine and foreign folk dances replace team and outdoor sports. Dance lessons can be done inside the classrooms. Find out more...
http://www.pelinks4u.org/articles/Constantino1108.htm

New Fitness Curriculum for Children: Play On! Playground Learning
Activities for Youth Fitness
By Katherine Fallen
This article discusses AAAPAR’s publication Play On!  Playground Learning Activities for Youth Fitness.
http://www.pelinks4u.org/articles/fallen1108.htm

EZ Movement Framework
By Karen Weiler & Jennifer Bridges.
Also available as a visual and audio Podcast

Here’s an EZ framework for teaching physical education - the movement education framework (MEF). It can serve as the core of physical activity, particularly at the elementary level. This basic content information is shared in an easy to understand, meaningful, and practical manner for all elementary physical education teachers, and maybe some classroom teachers as well!
http://www.pelinks4u.org/articles/weiler1108.htm 

NOVEMBER MEDIA REVIEW

All Active - 35 Inclusive Physical Activities
Author: Kiwi Bielenberg 
http://www.pelinks4u.org/bookreviews/media_1108.htm

Read past book and media reviews:
http://www.pelinks4u.org/links/bookreview_main.htm

SITE SPONSOR NEWS AND PRODUCTS
http://www.pelinks4u.org/sponsors/sponsorships.htm  
pelinks4u is supported by the organizations and companies whose logos  appear on these pages. Please support our site sponsors.

… Athletic Stuff
Central Washington University
… Everlast Climbing Industry
… Exercise Express 
… GOPHER Sport
...  NASCO
… New Lifestyles
… Phi Epsilon Kappa Fraternity
… Sportime
… Speed Stacks
… Toledo PE Supply
... Vertical World Walls

All of this and more appears on the monthly pelinks4u web site. Visit
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from more than 50 countries!

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online form: http://www.pelinks4u.org/ideasExperiences.html
 
pelinks4u LINKS PAGES
Did you know that pelinks4u has pages with lists and links to state and
national associations, companies, school PE web sites, NASPE Forum,
Media Reviews, and lots more? See the listings in the left column. If
you have a site you would like to add please email us the details.
 
pelinks4u ARCHIVES
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From:  Mike Metzler eduMWM@langate.gsu.edu

2009 NAKPEHE HONOR AWARDS NOMINATION
FORM

2009 NAKPEHE Honor Awards Nomination Form

 

Award Title (check one):


   Distinguished Service              Distinguished Scholar               Distinguished Administrator

 

Nominee’s name:

 

Nominee’s Address & Phone:

 

 

Nominated by (Please provide name, mailing address, and e-mail address):

 

 

 

Attach statement of support for Nominee (based on criteria on following page) along with this nomination form to Mike Metzler at:

e-mail:  mmetzler@gsu.edu 

 

or  fax 404-413-8053

 

Deadline for Receipt of Nominations:  September 5, 2008

 

Criteria for Awards

 

All references to NAKPEHE should be interpreted to include the parent associations, NAPECW & NCPEAM.

 

Distinguished Service Award

Shall be awarded to a person who:

1.  Has been a member of NAKPEHE continuously for at least 10 years.

2.  The Distinguished Service Award shall be awarded to a person who has given outstanding service to

     NAKPEHE as evidenced by achievement in at least five of the following categories:

 

Officer of the Association.

Member of the Executive Board.

Chair of a Committee.

Member of committee(s) for at least two years.

Attendee at annual conference(s).

Speaker at annual conference(s).

Speaker at annual conference, Amy Morris Homans, Dudley Allen Sargent, or Delphine Hanna Lecturer.

Workshop Leader.

Contributor to NAKPEHE publications

 

Distinguished Scholar Award

Shall be awarded to a person who has made a significant contribution to physical education in higher education through their scholarly pursuits within a multi-disciplinary perspective and has been a contributing member of NAKPEHE continuously for at least five years. Nominees will be judged on their contributions by showing distinction in at least one area with contributions in two or more:

 

1.  Author of a book(s)

Author of articles in professional or lay periodicals

Editor of book(s) or monographs

Researcher who develops, executes and reports significant research

Lecturer at professional meetings

Other scholarly areas not listed about

 

Distinguished Administrator Award

Shall be awarded to a person who, through application of administrative/managerial skills, has made significant contributions to the profession and/or related fields, both within and beyond the higher education community and has been a contributing member of NAKPEHE continuously for at least five years.  Qualified nominees shall have achieved at least one of the following criteria with distinction:


1. Success as an administrator within a program of physical education in higher education in at least one of the

    following categories:

a) Dean or Assistant/Associate Dean of a school or college in which physical education is a unit

b) Chairperson of a physical education department in a college or university

2. Advancement of the goals and ideals of the profession through the application of managerial skills within

    other groups or organizations.

Executive Director/President/Program Leader for a physical education discipline related organization or

    conference

b) Director of a regional/national/international physical education project or activity

c) Dissemination (publications, presentation, teaching) of scholarly/academic innovations concerning physical

    education administration that have had a national impact on physical education

d) Leadership in physical education organizations as a member of a governing body

e) Record of influence outside the profession of higher education which has served physical education as a discipline beyond the institution.

 Note: One letter from an employee and one from a higher level administrator must accompany the application.


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