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Fitness Education

Fitness Education. Chapter 13. Traditional Views of Fitness. Goal was to get kids fit Focus was on activities and doing fitness (for example, weight training, exercise training, jogging, or aerobics). Concepts-Based Fitness Education.

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Fitness Education

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Presentation Transcript

  1. Fitness Education Chapter 13

  2. Traditional Views of Fitness • Goal was to get kids fit • Focus was on activities and doing fitness (for example, weight training, exercise training, jogging, or aerobics)

  3. Concepts-Based Fitness Education • Goal is to develop knowledge and skills to lead a healthy, active life. • Combination of classroom, laboratory, and physical activity experiences • Emphasis is decision making that supports the how and why behind activities

  4. Philosophy • Engage in activity of sufficient intensity and duration • Learn how and why it is important to achieve an adequate level of physical fitness • Develop knowledge and skills to execute a personal activity program

  5. Lifetime Fitness Lifetime Activity Self-planning Self-assessment Getting Fit Doing Activity Independence Decision Making Dependence

  6. Characteristics of Concepts-Based Fitness Curriculum • Organized around general concepts (cardiovascular health, muscular strength, body composition) • Focus is on lifetime sport and activity • Emphasis on cognitive domain that facilitates decision making, motivation, and independent planning and activity

  7. Task: Identify Concepts for Each Fitness Education Category • Foundational • e.g., FIT principle • Behavior Change • e.g., self confidence • Wellness • e.g., nutrition

  8. Emphasis of Standards within Fitness Education Reference:  Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

  9. Task: Identify What Your Focus Might be for Each Major Standard

  10. Outcomes • The student should ultimately know how to • Assess his or her own fitness levels • Interpret the results • Develop a personal program focused on personal goals

  11. How to use a Fitness Assessment • To reinforce concepts related to the benefits and importance of choosing to live a healthy lifestyle • To provide students with baseline information for learning to set reasonable physical activity and fitness goals • To provide students with baseline information for learning to develop a balanced, individualized physical activity and fitness plan

  12. How to use a Fitness Assessment • To provide students the theory, rationale, accuracy, and appropriate use of fitness assessments • To teach about the impact of individual differences and how they influence the interpretation and accuracy of fitness assessments

  13. Assessment in Fitness Education • Formative and summative assessments traditionally used in other academic areas may be used to assess cognitive aspects of fitness • Quizzes & exams • Presentations & Projects • Journals & Papers • Demonstrations & Learning Games • Informal feedback & Question/Answer

  14. How NOT to use Fitness Assessment • To evaluate the effectiveness of a curriculum in physical education, health, or fitness • To evaluate the effectiveness of teaching • To determine, to any degree, student grades in physical education, health, or fitness (basing a grade on fitness level as determined by an assessment)

  15. How NOT to use Fitness Assessment • As a basis for blind assumptions regarding student physical activity levels • As proof of student health status • AS THE BASIS FOR PUNISHMENT OR REWARDS

  16. Challenges • Covering all concepts in one course is a daunting task • Coordination of scope and sequence is essential • Preparation of instructional materials is critical

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