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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
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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
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Check out our professional calendar for upcoming events. If you have news or a
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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
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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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