pet735 wk11 pres
TRANSCRIPT
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/position statement
• 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
Barriers
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)
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?