Bulger, S. & Housner, L.D. (2009). Relocating from “Easy Street”: A plan for reform in physical education. Quest, 61, 442-469.

Kathleen Wack and Annie Machamer

Instant Activity / Learning Activator / Hook

You have three minutes to build your dream house using the materials that you are given.

Purpose of paper• Type: Literature Review

• Purpose: “To consider what it will take to move where physical education is better positioned to make a difference in the lives of children and their families”. (pg. 444)

Background• Development of PE over

30 years– NASPE Standards– Large Scale

Programmatic and Professional development

– Pedagogical Strategies• Sport Ed, TGFU, H-R PE,

Adventure/Outdoor PE, etc.

• “Easy Street” Physical Education Characteristics:– Introducing

• Short experiences of many activities

• Hoping student will find niche

– Informing• Brief explanations of why physical

activity/health are important• But no actual practice and self

experience

– Entertaining• Busy, happy, good

Significance

• Proposal: “The problem is a complex one and as such requires a multidimensional approach making substantive and meaningful change in school physical education”. (pg. 442)

• Adds to the successful development of physical education– Providing a breakdown

of moving from busy, happy, good pe to meaningful pe.

– What steps should be followed/considered

Methods/Analysis• Offer a number of possible solutions that

could make change– Location– Curb appeal– Resale value– Up-to-date features– Square footage– Price range

Findings

Location

• Adhere to new standards for beginning and advanced teacher preparation emphasizing community involvement

• Provide leadership in county and school wellness policy committees

Curb Appeal

• Increase expectations for preservice physical educators to develop Sport, Physical Activity, and Fitness Education Specialists (SPAFES)

• Establish greater commitment from PETE faculty regarding the scholarship of engagement in communities and schools

Resale Value

• Collaborate with other professionals to extend team and individual sport opportunities for all community members

• Reconceptualize the PE curriculum to incorporate “cool” alternatives that are more personally meaningful to students

Up-to-date Features

• Develop standards-based curricula

• Conduct regular audits of school PE programs

• Provide regular and systematic PD for teachers

• Encourage greater involvement in professional organizations and events

Square Footage• Embrace CSPAP

• Focus limited resources on early childhood movement education experiences

• Explore the use of web-based PA promotion and associated technologies

• Implement more selective admissions processes in PETE programs

• Free curricular space in PETE by using competency-based assessment and integrated disciplinary studies

Price Range

• Minimize costs through collaboration, use of existent organizational, structures and public policy

Conclusions

• “Why would below average and average teachers want to work harder to make this move a reality?” (pg.463)

• “Why would principals want to hold pe accountable for a challenging learning environment?” (pg. 463)

Barriers

Conclusions

• State legislation enforcing policy• Asked to move from “Easy Street” or risk

foreclosure. • What if this doesn’t work?– Outreach– Community involvement– CSPAP

Call to Action

– Professional development is possible even with limited resources• Use community, other teachers, PETE faculty

– Professional development• challenging and developing their content• If not participating, they are not fit to teach up to

date/meaningful pe

What We Learned

*Professional development holds a great importance

*Use all your resources and support (CSPAP)

Questions?

• What is an example of “Easy Street” that you have seen or used, and what was the outcome?

• How does this relate to other articles we have discussed?

• Comments/Concerns?