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Chapter 2

Chapter 2. C H A P T E R. 2. Purpose, Benefits, and Philosophy. Physical Education. Physical activity is NOT physical education. Physical activity Any bodily movement that increases energy expenditure and enhances fitness Physical education

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Chapter 2

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  1. Chapter 2 C H A P T E R 2 Purpose, Benefits,and Philosophy

  2. Physical Education • Physical activity is NOT physical education. • Physical activity • Any bodily movement that increases energy expenditure and enhances fitness • Physical education • A process of learning that uses physical activity as the catalyst

  3. Purpose and Benefits of PE: Psychomotor Domain • Psychomotor domain • Development of neuromuscular and fitness skills • Unique to physical education • Benefits • Helps control weight • Reduces risk of cardiovascular diseases • Reduces risk of type 2 diabetes (continued)

  4. Purpose and Benefits of PE: Psychomotor Domain (continued) • Benefits • Reduces risk of some cancers • Strengthens bones and muscles • Increases mental health • Increases chance of living longer

  5. Physical Activity Plan

  6. Purpose and Benefits of PE: Cognitive Domain • Cognitive domain • Development of thinking and knowledge-based skills • Benefits • Helps students become PE literate • Improves mental outcomes and functions • Higher fitness scores are associated with higher academic test scores

  7. Purpose and Benefits of PE: Affective Domain • Affective domain • Development of positive physical activity attitudes and feelings • Benefits • Increases confidence and self-esteem • Natural psychological pick-me-up • Reduces stress, anxiety, and depression

  8. Purpose and Benefits of PE: Social Domain • Social domain • Development of appropriate social skills, such as teamwork, fair play, and cooperation • Benefits • Enhances positive social interactions • Enhances appropriate game-play etiquette • Develops good sporting behaviors

  9. National Physical Education Standards of NAPSE • Purpose of physical education • Develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthy physical activity • Standards • Specific to grade spans: K-2; 3-5; 6-8; 9-12 • Addresses three learning domains (continued)

  10. National Physical Education Standards (continued) • Six standards • Skilled movements • Movement knowledge • Physically active lifestyle • Personal fitness • Personal and social responsibility • Value physical activity

  11. Philosophy of Physical Education • What is philosophy? • Your beliefs and thoughts about what is true • Why is it important? • Provides instructional focus and direction in understanding the purpose and role of physical education • Helps shape teaching values and clarify areas of emphasis

  12. Philosophy Components • Based on values • Meaning, relevance, and importance • Values from religion or spirituality (right and wrong) • Based on science • Logical outcomes and what makes sense • Past learning experiences and outcomes

  13. Factors in a Teaching Philosophy

  14. Philosophical Ties With PE History • Nationalistic philosophy • Muscular Christianity • New physical education • Playground and recreation movement • Fitness movement

  15. Traditional Philosophies: Idealism • Knowledge is important • Teach the whys; teach the content • Physical activity is a secondary focus • Character development is important • Develop moral and spiritual values • Shape students to be the best they can be

  16. Traditional Philosophies: Realism • Evidence and proof are important • Evidence-based curriculum programs • Test results and assessments • Learning progressions and process are important • Skill practice progressions lead to favorable outcomes.

  17. Traditional Philosophies: Pragmatism • Experience is important • Learn by doing • Developing social skills is important • Work within a democratic society • Develop problem-solving skills • Use cooperative activities

  18. Traditional Philosophies: Naturalism • Individual (natural) development is important • Based on personal interests and maturity • Mind and body experiences are important • Allows children to explore movements and select equipment to use according to their level of readiness

  19. Traditional Philosophies: Existentialism • Individual learning process is most important • Learning is up to the student • Students select what they want to learn about • Learning about oneself is most important • Student choices and consequences help develop responsibility

  20. Physical Education Philosophy • A teaching philosophy supports what you think and do. • Beliefs match what you practice and teach. • Quality PE programs are traced to solid teaching philosophies. • What is your teaching philosophy? • Eclectic: Assorted list of philosophical views

  21. Summary • Physical education has a unique role in a school’s program: developing movement and fitness skills in a physical activity setting. • Positive benefits of participating in daily physical education result from quality programs and teaching practices. • High-quality programs and teaching are traced to solid teaching philosophies.

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