EJ794479
Moving and Learning
in Physical Education:
An Interdisciplinary Approach
Analysis of a Videotaped Lesson from an
Exercise Physiology Perspective
GREG BIREN
PETER RATTIGAN
Physical educators can infuse fitness concepts, teach exercise science,
and increase activity in their lessons all at the same time.
u blic sch ool p h ysical ed u cation in th e Un ited States can be con sid ered to be at
a critical p oin t in its h istory. On th e on e h an d , critics h ave ch arged , with som e
ju stifi cation , th at stu d en ts sh ou ld be d evelop in g reason able fi tn ess levels an d
m asterin g certain fu n d am en tal m ovem en t skills to a greater exten t th an ap p ears
evid en t in m an y sch ools (Pate & Hoh n , 1994). On th e oth er h an d , p h ysical ed u cation
p ractition ers an d p rogram s stan d at th e forefron t in th e fi gh t again st obesity, in th e effort to in crease ch ild ren ’s p h ysical activity, an d in h elp in g ch ild ren becom e p h ysically
ed u cated , h ealth y, an d active ad u lts (AAHPERD, 2005; Nation al Association for Sp ort
an d Ph ysical Ed u cation [NASPE], 2004b). Th e m aster p h ysical ed u cation teach er is on e
wh o is able to teach an d m otivate stu d en ts to d evelop h ealth - an d skill-related fi tn ess
as well as fu n d am en tal (an d , to a reason able exten t, refi n ed ) m otor skills.
In th e au th ors’ an alysis of th e vid eotap e of a teach er can d id ate in stru ctin g m id d le
sch ool stu d en ts in p ass p attern s d u rin g a football lesson , th e larger issu es m en tion ed
above form th e bases for m an y of th e observation s. Th ese observation s relate to th e em p h ases th at th e Exercise Ph ysiology Acad em y believes sh ou ld exist in a m od el p h ysical
ed u cation p rogram . Th e lesson is reviewed in term s of its valu e in d evelop in g h ealth an d skill-related fi tn ess, an d in relation to th e n ation al stan d ard s for p h ysical ed u cation
(NASPE, 2004a). Stan d ard s th ree an d fou r req u ire stu d en ts to p articip ate regu larly in
p h ysical activity an d to d evelop an d m ain tain h ealth -related fi tn ess levels. Oth er organ ization s refl ect th ese exp ectation s, for exam p le, th at stu d en ts regu larly p articip ate
in m od erate-to-vigorou s p h ysical activity an d th at stu d en ts be p h ysically active for at
least 50 p ercen t of p h ysical activity class tim e (U.S. Dep artm en t of Health an d Hu m an
Services, 2000).
Th ere is m ore to h ealth - an d skill-related fi tn ess th an p h ysical activity itself, h owever.
More su btly, stan d ard two p rovid es th e exp ectation of learn in g p h ysiological as well
as oth er scien tifi c p rin cip les u n d erlyin g p h ysical activity. For exam p le, th is is a sam p le
ou tcom e given for grad es six to eigh t: “Describes basic p rin cip les of train in g an d h ow
th ey im p rove fi tn ess” (NASPE, 2004a, p . 24). Teach in g stu den ts th e p h ysiology of exercise
an d p h ysical activity, th e au th ors believe, m otivates th em to becom e in terested in th eir
bod y an d to d evelop an d m ain tain th eir bod y’s p oten tial, an d im p roves th e likelih ood
P
20
JOPERD • Volum e 77 No. 8 • October 2006
For every two active students (the passer and receiver),
several students inactively awaited their turn.
th ey will becom e active, p h ysically ed u cated ad u lts (Biren &
Rattigan , 2005). Th e id ea of teach in g th e scien ce of exercise
an d p h ysical activity is refl ected in th e n ation al stan d ard s
for begin n in g p h ysical ed u cation teach ers (NASPE, 2003).
Stan dard on e is con cern ed with con ten t kn owledge. Stan dard
1.4 states, “[Teach ers] Describe an d ap p ly bioscien ce (an atom ical, p h ysiological, biom ech an ical) an d p sych ological
con cep ts to skillfu l m ovem en t, p h ysical activity, an d fi tn ess”
(NASPE, 2003, p. 8). Gu idelin es for exercise ph ysiology preparation for p h ysical ed u cation teach er ed u cation p rogram s
h ave been d evelop ed for su ch a p u rp ose (Biren & Rattigan ,
2005; NASPE, 2006). It is im p ortan t for p h ysical ed u cation
teach ers, begin n ers an d beyon d , to learn , ap p ly, an d teach
scien tifi c p rin cip les to stu d en ts, wh ile at th e sam e tim e keep in g th em active an d p u rp osefu lly en gaged in both fi tn ess
an d skill d evelop m en t.
in g lifetim e fi tn ess h abits. However, with an em p h asis on
m ore active an d in clu sive gam e form s with little or n o d own
tim e, m an y team sp orts, in clu d in g football, can con tribu te
to n ation al stan d ard s th ree an d fou r, n am ely, th at stu d en ts
p articip ate regu larly in p h ysical activity an d d evelop an d
m ain tain h ealth -related fi tn ess levels (NASPE, 2004a).
No ed u cation in fi tn ess con cep ts an d exercise scien ce ap p ears in th is vid eo segm en t. Teach in g th e scien tifi c con cep ts
th at u n d erlie exercise an d p h ysical activity are im p ortan t in
d evelop in g p h ysically ed u cated p erson s (Biren & Rattigan ,
2005; NASPE, 2004a, 2006). Exam p les of exercise p h ysiology con cep ts th at cou ld be in clu d ed in a lesson like th is are
listed in table 1, u sin g categories id en tifi ed in th e Guidelines
for Undergraduate Exercise Physiology in a Physical Education
Teacher Education Program (NASPE, 2006).
Table 1 sh ows on ly a few of m an y p ossible exam p les of
in fu sin g exercise p h ysiology con cep ts in to p h ysical ed u cation lesson s. Both begin n in g an d exp erien ced teach ers,
wh en con sid erin g h ow to exp ose th eir stu d en ts to exercise
p h ysiology con cep ts in a m ean in gfu l way, m en tion tim e as a
m ajor con cern (Biren & Rattigan , 2005). Tim e p roblem s can
be red u ced in several ways, in clu d in g th e followin g:
• Be effi cien t—in corp orate m ore th an on e con cep t at a
tim e.
• Use worksh eets—for exam p le, an swer th ree q u estion s
abou t h ealth -related p h ysical fi tn ess p er d ay.
• Use h ealth lesson s—cover th e con cepts in h ealth class an d
apply an d rein force th em in ph ysical edu cation classes.
Table 1. Exercise Physiology Concepts
that Could H ave Been Included
Basic Exercise Physiology
Teach er: “Are we d oin g a p h ysical activity, exercise,
or fi tn ess activity? W h at fi tn ess com p on en ts are bein g u sed (h ealth -related , skill-related )?”
M etabolism
Video Analysis
Th e lesson con sisted of th e teach er dem on stratin g a basic pass
p attern an d th e role of th e p asser an d receiver. Th e teach er
assign ed stu d en ts to station s, each of wh ich h ad a card th at
exp lain ed th e p ass p attern for th at station .
Th e level of activity in th e lesson was low, with stu d en ts
n ot m ovin g for ap p roxim ately 70 to 85 p ercen t of th e tim e.
Stu den ts sh ou ld be active at least 50 percen t of lesson tim e, as
n oted above (U.S. Dep artm en t of Health & Hu m an Services,
2000). Regard in g in stru ction in h ealth - an d skill-related fi tn ess, n o su ch com p on en ts are ad d ressed or evid en t in th e
lesson . It is p ossible th at th is h ad been ad d ressed before th e
lesson ep isod e in th e vid eo, or in p arts of th e lesson n ot
evid en t in th e vid eo segm en t. However, th e latter, esp ecially,
seem s u n likely. Th e evid en ce in th e vid eo begs th e q u estion :
is fi tn ess a p art of every lesson , th at is, is h ealth - an d skillrelated fi tn ess in fu sed in to th e wh ole p rogram ?
Th e su bject m atter itself begs th e q u estion of th e ap p rop riaten ess of th e con ten t for p rom otion of lifelon g fi tn ess. To
som e, football m ay seem an in ap p rop riate focu s for d evelop JOPERD • Volum e 77 No. 8 • October 2006
Teach er: “Is th is an aerobic or an aerobic activity?
W h at fu el are you u sin g?”
Cardiorespiratory Concepts
Teach er: “Can th is be m ad e aerobic? How?” (Stu d en ts
also can be m on itorin g an d rep ortin g on th eir h eart
rate an d blood p ressu re d u rin g th e d rills).
Neuromuscular System/ Skeletal Concepts
Th e activities can be tied in to train in g of th e n eu rom u scu lar system (reaction tim e, m ovem en t tim e,
etc.). Th e relation sh ip between p h ysical activity an d
bon e d en sity can be in trod u ced or rein forced .
Body Composition
Th e activity can be ch an ged , an d th e ch an ges can be
tied in to q u estion s to stu d en ts:
Teach er: “If we m ake th is activity m ore card iovascu lar an d ad d exercises th at will d evelop stren gth , h ow
d oes th at affect bod y com p osition ? W h y? W h at is
goin g on in th e bod y?”
21
• Use h om ework—assign backgroun d readin g an d quizzes.
Ph ysical ed u cation p rogram m in g at a d istrict level is very
im p ortan t in th is regard . With a com p reh en sive an d coh eren t ap p roach to in corp oratin g exercise p h ysiology p rin cip les
an d h ealth - an d skill-related fi tn ess in to lesson s, m ost of th e
exam p les listed above will becom e rem in d ers, rein forcin g
p rior learn in g rath er th an teach in g n ew con cep ts.
Reston, VA: Author.
National Association for Sport and Physical Education. (2004b). Physical
activity for children: A statement of guidelines for children ages 5-12
(2nd ed.). Reston, VA: Author.
National Association for Sport and Physical Education. (2006). Guidelines
for undergraduate exercise physiology in a physical education teacher
education program. Reston, VA: Author.
Pate, R., & Hohn, R. (1994). Health and fi tness through physical education.
Alternative Approaches for this Lesson
Lesson s su ch as th is, wh ich p lace stu d en ts in grou p s at station s wh ere th ey work on a skill, can be m od ifi ed to in clu d e
m ore con ten t, h igh er levels of in volvem en t, an d h igh er levels
of activity for all stu d en ts. For exam p le, after ru n n in g th e
p attern an d retu rn in g to th e lin e, th e receiver cou ld d o a d ifferen t fi tn ess d rill each tim e before rotatin g to q u arterback,
p erform in g sh ou ld er stretch es, p u sh u p s, h am strin g/ q u ad
stretch es, or an agility d rill. Th is m od ifi cation keep s th e tim e
on task th e sam e, bu t rep laces d own tim e with stren gth ,
agility, an d fl exibility exercise.
Th e lesson cou ld be m ad e m ore active with ou t ad d in g
th e fi tn ess station s. Th e lesson in volved grou p s of fi ve or six
stu d en ts, in th e fou r corn ers of a gym , wh ich h ad a lin e of
volleyball n ets across th e cen ter. Altern atively, th e teach er
can d id ate cou ld h ave u sed grou p s of th ree to fou r stu d en ts
an d h ad th em th rowin g from th e volleyball n et ou tward s.
Th is wou ld h ave allowed fi ve to seven grou ps of stu den ts. Th e
stu den ts wou ld h ave been m ore active with th is arran gem en t
(receiver catch es, tosses ball back to th e p asser, jogs back, an d
by th at tim e is required to becom e th e n ew quarterback). Also,
th ere wou ld h ave been m ore station s, an d th u s th e stu d en ts
wou ld h ave learn ed m ore p ass p attern s.
Cham paign, IL: Hum an Kinetics.
U.S. Departm ent of Health and Hum an Services. (2000). Healthy people
2010: Understanding and improving health (Volum e II; 2nd ed.).
Washington, DC: Author.
Greg Biren (biren@rowan.edu) and Peter Rattigan (Rattigan@rowan.
edu) are professors in the Department of Health and Exercise Science
at Rowan University, Glassboro, N J 08028.
Solmon
Continued from page 16
In G. C. Roberts (Ed.), Advances in motivation in sport and exercise
(pp. 101-127). Cham paign, IL: Hum an Kinetics.
Duda, J. L. (1992). M otivation in sport settings: A goal perspective
approach. In G. C. Roberts (Ed.), M otivation in sport and exercise
(pp. 3-29). Cham paign, IL: Hum an Kinetics.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. m odel
of achievem ent-related choices. In A. J. Elliot & C. S. Dweck (Eds.),
Handbook of competence and motivation (pp. 105-121). New York:
Guilford Press.
Noddings, N. (1992). The challenge to care in schools: An alternative
Conclusion
Som e of th e observation s an d recom m en d ation s d escribed
above m ay seem a lot to exp ect from an exp erien ced teach er,
let alon e a begin n in g teach er. However, in view of th e critical
issu es regard in g ch ild ren ’s h ealth an d th e n eed for p h ysical
edu cators to dem on strate th at th ey are im provin g th at h ealth
an d h elp in g ch ild ren becom e p h ysically ed u cated an d fi t
ad u lts, th e au th ors believe it is tim e to set h igh exp ectation s
for ou r teach er can d id ates an d for ou r role in th eir ed u cation
an d p rofession al p rep aration .
approach to education. New York: Teachers College Press.
Owens, L. M ., & Ennis, C. D. (2005). The ethic of care in teaching: An
overview of supportive literature. Quest, 57, 392-425.
Roberts, G. C. (2001). Understanding the dynam ics of m otivation in
physical activity. In G. C. Roberts (Ed.), Advances in motivation in sport
and exercise (pp. 1-50). Cham paign, IL: Hum an Kinetics.
Ryan, R. M ., & Deci. E. L. (2000). Self-determ ination theory and the
facilitation of intrinsic m otivation, social developm ent, and well-being. American Psychologist, 55 , 68-78.
Vallerand, R. J. (2001). Understanding the dynam ics of m otivation in
physical activity. In G. C. Roberts (Ed.), Advances in motivation in sport
References
Am erican Alliance for Health, Physical Education, Recreation & Dance.
(2005). Physical education for lifelong fi tness: The Physical Best teacher’s
guide. Cham paign, IL: Hum an Kinetics.
Biren, G., & Rattigan, P. (2005, April 13). Exercise physiology for physical
education teachers. Paper presented at the Am erican Alliance for
Health, Physical Education, Recreation & Dance annual convention,
Chicago, IL.
National Association for Sport and Physical Education. (2003). N ational
and exercise (pp. 263-319). Cham paign, IL: Hum an Kinetics.
Wentzel, K. (1997). Student m otivation in m iddle school: The role of
perceived pedagogical caring. Journal of Educational Psychology, 89,
411-419.
Wigfi eld, A., & Eccles, J. S. (2001). The developm ent of com petence
beliefs, expectancies for success, and achievem ent values from
childhood though adolescence. In A. Wigfi eld & J. S. Eccles (Eds.),
Development of achievement motivation (pp. 91-120). New York:
Academ ic Press.
standards for beginning physical education teachers (2nd ed.). Reston,
VA: Author.
National Association for Sport and Physical Education. (2004a). M oving
into the future: National standards for physical education (2nd ed.).
22
M elinda A. Solmon (msolmol@lsu.edu) is a professor in the Department of Kinesiology at Louisiana State University, Baton Rouge,
LA 70803.
JOPERD • Volum e 77 No. 8 • October 2006
in Physical Education:
An Interdisciplinary Approach
Analysis of a Videotaped Lesson from an
Exercise Physiology Perspective
GREG BIREN
PETER RATTIGAN
Physical educators can infuse fitness concepts, teach exercise science,
and increase activity in their lessons all at the same time.
u blic sch ool p h ysical ed u cation in th e Un ited States can be con sid ered to be at
a critical p oin t in its h istory. On th e on e h an d , critics h ave ch arged , with som e
ju stifi cation , th at stu d en ts sh ou ld be d evelop in g reason able fi tn ess levels an d
m asterin g certain fu n d am en tal m ovem en t skills to a greater exten t th an ap p ears
evid en t in m an y sch ools (Pate & Hoh n , 1994). On th e oth er h an d , p h ysical ed u cation
p ractition ers an d p rogram s stan d at th e forefron t in th e fi gh t again st obesity, in th e effort to in crease ch ild ren ’s p h ysical activity, an d in h elp in g ch ild ren becom e p h ysically
ed u cated , h ealth y, an d active ad u lts (AAHPERD, 2005; Nation al Association for Sp ort
an d Ph ysical Ed u cation [NASPE], 2004b). Th e m aster p h ysical ed u cation teach er is on e
wh o is able to teach an d m otivate stu d en ts to d evelop h ealth - an d skill-related fi tn ess
as well as fu n d am en tal (an d , to a reason able exten t, refi n ed ) m otor skills.
In th e au th ors’ an alysis of th e vid eotap e of a teach er can d id ate in stru ctin g m id d le
sch ool stu d en ts in p ass p attern s d u rin g a football lesson , th e larger issu es m en tion ed
above form th e bases for m an y of th e observation s. Th ese observation s relate to th e em p h ases th at th e Exercise Ph ysiology Acad em y believes sh ou ld exist in a m od el p h ysical
ed u cation p rogram . Th e lesson is reviewed in term s of its valu e in d evelop in g h ealth an d skill-related fi tn ess, an d in relation to th e n ation al stan d ard s for p h ysical ed u cation
(NASPE, 2004a). Stan d ard s th ree an d fou r req u ire stu d en ts to p articip ate regu larly in
p h ysical activity an d to d evelop an d m ain tain h ealth -related fi tn ess levels. Oth er organ ization s refl ect th ese exp ectation s, for exam p le, th at stu d en ts regu larly p articip ate
in m od erate-to-vigorou s p h ysical activity an d th at stu d en ts be p h ysically active for at
least 50 p ercen t of p h ysical activity class tim e (U.S. Dep artm en t of Health an d Hu m an
Services, 2000).
Th ere is m ore to h ealth - an d skill-related fi tn ess th an p h ysical activity itself, h owever.
More su btly, stan d ard two p rovid es th e exp ectation of learn in g p h ysiological as well
as oth er scien tifi c p rin cip les u n d erlyin g p h ysical activity. For exam p le, th is is a sam p le
ou tcom e given for grad es six to eigh t: “Describes basic p rin cip les of train in g an d h ow
th ey im p rove fi tn ess” (NASPE, 2004a, p . 24). Teach in g stu den ts th e p h ysiology of exercise
an d p h ysical activity, th e au th ors believe, m otivates th em to becom e in terested in th eir
bod y an d to d evelop an d m ain tain th eir bod y’s p oten tial, an d im p roves th e likelih ood
P
20
JOPERD • Volum e 77 No. 8 • October 2006
For every two active students (the passer and receiver),
several students inactively awaited their turn.
th ey will becom e active, p h ysically ed u cated ad u lts (Biren &
Rattigan , 2005). Th e id ea of teach in g th e scien ce of exercise
an d p h ysical activity is refl ected in th e n ation al stan d ard s
for begin n in g p h ysical ed u cation teach ers (NASPE, 2003).
Stan dard on e is con cern ed with con ten t kn owledge. Stan dard
1.4 states, “[Teach ers] Describe an d ap p ly bioscien ce (an atom ical, p h ysiological, biom ech an ical) an d p sych ological
con cep ts to skillfu l m ovem en t, p h ysical activity, an d fi tn ess”
(NASPE, 2003, p. 8). Gu idelin es for exercise ph ysiology preparation for p h ysical ed u cation teach er ed u cation p rogram s
h ave been d evelop ed for su ch a p u rp ose (Biren & Rattigan ,
2005; NASPE, 2006). It is im p ortan t for p h ysical ed u cation
teach ers, begin n ers an d beyon d , to learn , ap p ly, an d teach
scien tifi c p rin cip les to stu d en ts, wh ile at th e sam e tim e keep in g th em active an d p u rp osefu lly en gaged in both fi tn ess
an d skill d evelop m en t.
in g lifetim e fi tn ess h abits. However, with an em p h asis on
m ore active an d in clu sive gam e form s with little or n o d own
tim e, m an y team sp orts, in clu d in g football, can con tribu te
to n ation al stan d ard s th ree an d fou r, n am ely, th at stu d en ts
p articip ate regu larly in p h ysical activity an d d evelop an d
m ain tain h ealth -related fi tn ess levels (NASPE, 2004a).
No ed u cation in fi tn ess con cep ts an d exercise scien ce ap p ears in th is vid eo segm en t. Teach in g th e scien tifi c con cep ts
th at u n d erlie exercise an d p h ysical activity are im p ortan t in
d evelop in g p h ysically ed u cated p erson s (Biren & Rattigan ,
2005; NASPE, 2004a, 2006). Exam p les of exercise p h ysiology con cep ts th at cou ld be in clu d ed in a lesson like th is are
listed in table 1, u sin g categories id en tifi ed in th e Guidelines
for Undergraduate Exercise Physiology in a Physical Education
Teacher Education Program (NASPE, 2006).
Table 1 sh ows on ly a few of m an y p ossible exam p les of
in fu sin g exercise p h ysiology con cep ts in to p h ysical ed u cation lesson s. Both begin n in g an d exp erien ced teach ers,
wh en con sid erin g h ow to exp ose th eir stu d en ts to exercise
p h ysiology con cep ts in a m ean in gfu l way, m en tion tim e as a
m ajor con cern (Biren & Rattigan , 2005). Tim e p roblem s can
be red u ced in several ways, in clu d in g th e followin g:
• Be effi cien t—in corp orate m ore th an on e con cep t at a
tim e.
• Use worksh eets—for exam p le, an swer th ree q u estion s
abou t h ealth -related p h ysical fi tn ess p er d ay.
• Use h ealth lesson s—cover th e con cepts in h ealth class an d
apply an d rein force th em in ph ysical edu cation classes.
Table 1. Exercise Physiology Concepts
that Could H ave Been Included
Basic Exercise Physiology
Teach er: “Are we d oin g a p h ysical activity, exercise,
or fi tn ess activity? W h at fi tn ess com p on en ts are bein g u sed (h ealth -related , skill-related )?”
M etabolism
Video Analysis
Th e lesson con sisted of th e teach er dem on stratin g a basic pass
p attern an d th e role of th e p asser an d receiver. Th e teach er
assign ed stu d en ts to station s, each of wh ich h ad a card th at
exp lain ed th e p ass p attern for th at station .
Th e level of activity in th e lesson was low, with stu d en ts
n ot m ovin g for ap p roxim ately 70 to 85 p ercen t of th e tim e.
Stu den ts sh ou ld be active at least 50 percen t of lesson tim e, as
n oted above (U.S. Dep artm en t of Health & Hu m an Services,
2000). Regard in g in stru ction in h ealth - an d skill-related fi tn ess, n o su ch com p on en ts are ad d ressed or evid en t in th e
lesson . It is p ossible th at th is h ad been ad d ressed before th e
lesson ep isod e in th e vid eo, or in p arts of th e lesson n ot
evid en t in th e vid eo segm en t. However, th e latter, esp ecially,
seem s u n likely. Th e evid en ce in th e vid eo begs th e q u estion :
is fi tn ess a p art of every lesson , th at is, is h ealth - an d skillrelated fi tn ess in fu sed in to th e wh ole p rogram ?
Th e su bject m atter itself begs th e q u estion of th e ap p rop riaten ess of th e con ten t for p rom otion of lifelon g fi tn ess. To
som e, football m ay seem an in ap p rop riate focu s for d evelop JOPERD • Volum e 77 No. 8 • October 2006
Teach er: “Is th is an aerobic or an aerobic activity?
W h at fu el are you u sin g?”
Cardiorespiratory Concepts
Teach er: “Can th is be m ad e aerobic? How?” (Stu d en ts
also can be m on itorin g an d rep ortin g on th eir h eart
rate an d blood p ressu re d u rin g th e d rills).
Neuromuscular System/ Skeletal Concepts
Th e activities can be tied in to train in g of th e n eu rom u scu lar system (reaction tim e, m ovem en t tim e,
etc.). Th e relation sh ip between p h ysical activity an d
bon e d en sity can be in trod u ced or rein forced .
Body Composition
Th e activity can be ch an ged , an d th e ch an ges can be
tied in to q u estion s to stu d en ts:
Teach er: “If we m ake th is activity m ore card iovascu lar an d ad d exercises th at will d evelop stren gth , h ow
d oes th at affect bod y com p osition ? W h y? W h at is
goin g on in th e bod y?”
21
• Use h om ework—assign backgroun d readin g an d quizzes.
Ph ysical ed u cation p rogram m in g at a d istrict level is very
im p ortan t in th is regard . With a com p reh en sive an d coh eren t ap p roach to in corp oratin g exercise p h ysiology p rin cip les
an d h ealth - an d skill-related fi tn ess in to lesson s, m ost of th e
exam p les listed above will becom e rem in d ers, rein forcin g
p rior learn in g rath er th an teach in g n ew con cep ts.
Reston, VA: Author.
National Association for Sport and Physical Education. (2004b). Physical
activity for children: A statement of guidelines for children ages 5-12
(2nd ed.). Reston, VA: Author.
National Association for Sport and Physical Education. (2006). Guidelines
for undergraduate exercise physiology in a physical education teacher
education program. Reston, VA: Author.
Pate, R., & Hohn, R. (1994). Health and fi tness through physical education.
Alternative Approaches for this Lesson
Lesson s su ch as th is, wh ich p lace stu d en ts in grou p s at station s wh ere th ey work on a skill, can be m od ifi ed to in clu d e
m ore con ten t, h igh er levels of in volvem en t, an d h igh er levels
of activity for all stu d en ts. For exam p le, after ru n n in g th e
p attern an d retu rn in g to th e lin e, th e receiver cou ld d o a d ifferen t fi tn ess d rill each tim e before rotatin g to q u arterback,
p erform in g sh ou ld er stretch es, p u sh u p s, h am strin g/ q u ad
stretch es, or an agility d rill. Th is m od ifi cation keep s th e tim e
on task th e sam e, bu t rep laces d own tim e with stren gth ,
agility, an d fl exibility exercise.
Th e lesson cou ld be m ad e m ore active with ou t ad d in g
th e fi tn ess station s. Th e lesson in volved grou p s of fi ve or six
stu d en ts, in th e fou r corn ers of a gym , wh ich h ad a lin e of
volleyball n ets across th e cen ter. Altern atively, th e teach er
can d id ate cou ld h ave u sed grou p s of th ree to fou r stu d en ts
an d h ad th em th rowin g from th e volleyball n et ou tward s.
Th is wou ld h ave allowed fi ve to seven grou ps of stu den ts. Th e
stu den ts wou ld h ave been m ore active with th is arran gem en t
(receiver catch es, tosses ball back to th e p asser, jogs back, an d
by th at tim e is required to becom e th e n ew quarterback). Also,
th ere wou ld h ave been m ore station s, an d th u s th e stu d en ts
wou ld h ave learn ed m ore p ass p attern s.
Cham paign, IL: Hum an Kinetics.
U.S. Departm ent of Health and Hum an Services. (2000). Healthy people
2010: Understanding and improving health (Volum e II; 2nd ed.).
Washington, DC: Author.
Greg Biren (biren@rowan.edu) and Peter Rattigan (Rattigan@rowan.
edu) are professors in the Department of Health and Exercise Science
at Rowan University, Glassboro, N J 08028.
Solmon
Continued from page 16
In G. C. Roberts (Ed.), Advances in motivation in sport and exercise
(pp. 101-127). Cham paign, IL: Hum an Kinetics.
Duda, J. L. (1992). M otivation in sport settings: A goal perspective
approach. In G. C. Roberts (Ed.), M otivation in sport and exercise
(pp. 3-29). Cham paign, IL: Hum an Kinetics.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. m odel
of achievem ent-related choices. In A. J. Elliot & C. S. Dweck (Eds.),
Handbook of competence and motivation (pp. 105-121). New York:
Guilford Press.
Noddings, N. (1992). The challenge to care in schools: An alternative
Conclusion
Som e of th e observation s an d recom m en d ation s d escribed
above m ay seem a lot to exp ect from an exp erien ced teach er,
let alon e a begin n in g teach er. However, in view of th e critical
issu es regard in g ch ild ren ’s h ealth an d th e n eed for p h ysical
edu cators to dem on strate th at th ey are im provin g th at h ealth
an d h elp in g ch ild ren becom e p h ysically ed u cated an d fi t
ad u lts, th e au th ors believe it is tim e to set h igh exp ectation s
for ou r teach er can d id ates an d for ou r role in th eir ed u cation
an d p rofession al p rep aration .
approach to education. New York: Teachers College Press.
Owens, L. M ., & Ennis, C. D. (2005). The ethic of care in teaching: An
overview of supportive literature. Quest, 57, 392-425.
Roberts, G. C. (2001). Understanding the dynam ics of m otivation in
physical activity. In G. C. Roberts (Ed.), Advances in motivation in sport
and exercise (pp. 1-50). Cham paign, IL: Hum an Kinetics.
Ryan, R. M ., & Deci. E. L. (2000). Self-determ ination theory and the
facilitation of intrinsic m otivation, social developm ent, and well-being. American Psychologist, 55 , 68-78.
Vallerand, R. J. (2001). Understanding the dynam ics of m otivation in
physical activity. In G. C. Roberts (Ed.), Advances in motivation in sport
References
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22
M elinda A. Solmon (msolmol@lsu.edu) is a professor in the Department of Kinesiology at Louisiana State University, Baton Rouge,
LA 70803.
JOPERD • Volum e 77 No. 8 • October 2006