Goal Setting Is An Best Way For Students With Track And Improve Physical Fitness Levels

Some people believe that dedication, persistence, and time people can accomplish any goal. Everyone should have goals when striving to achieve a specific task. Goal setting is used by top level athletes, successful business man, and achievers in all fields. A wise athlete once said, “Without time and effort put towards ones goal for the sport, you are nearly wasting your time and your teams time and you will never achieve ones goal for that

My learning from EDX1450 will influence how I teach HPE by taking a strengths-based approach, addressing the diverse needs of students in health and movement strands, and that health promotion is for all teachers. Through using a strength-based approach, students will recognise that every person has a variety of skills and life experiences to recall in regard to their health and wellbeing (ACARA, 2015e). By focusing on a student’s strengths and abilities it promotes and maximises health and well-being for all students and the wider community. I will modify physical activities with the understanding that students are at varying developmental stages (Callcott et al., 2015). This will ensure that my students have success while also being challenged

First of all, students do not have much knowledge about the different fitness components; they do not understand the relation between the fitness components and health. If students acquire the background knowledge about fitness, it could improve the class engagement and motivation, and increase the independent drive to exercise. Second barrier to students’ achievement is the lack of motivation to be active, and even more difficult, to specific fitness activities, such as sit-ups and push-ups. In today’s society, students spend more time sitting in front a screen and less time moving. Parent and school today have more responsibility making sure the children get enough physical activity. According to the New York Times (2016), “early school physical education (PE) programs can make a significant difference, and the earlier these routines are learned the more likely they will be carried forth into a healthy adulthood”. Another barrier that prevents students’ success is the loss of instructional time due to discipline problems. The classes are too big, with many diverse students with individual problems, which are difficult to address when these issues are from very different backgrounds. Finally, there is not enough support from home affecting not only physical education, but

Goals are a part of everyday life. From gaining the strength to get out of bed in the morning to winning that blue medal around your neck, everybody has made a goal once in their life. Sometimes it can be as easy as saying you’re not going to eat that last cupcake on the platter in front of you or as hard as saying “Hello” to that special someone in your life that you find adorable, either way you have made a goal. It’s also important to remember there is short term goals and long term goals. Short term goals are easier to achieve and can be very helpful in leading up to your long term goals. We can even classify our goals into personal goals, academic goals, and professional goals, as well as others.

To locate relevant reports on the discussion of self-determination within the physical education environment, I conducted multiple searches of the ProQuest and EBSCO databases. During my search I used the descriptors of self-determination, autonomy, competence, relatedness, and physical education. In addition,

Pedometers assist individuals with self-monitoring by providing objective and quantifiable data on steps, distance and caloric expenditure. Individuals are able to see a measure of physical activity within the day and adjust their behaviour to meet a certain goal. Many interventions have been conducted using pedometers as a tool to increase participants physical activity over a period of time. A systematic review undertaken by Bravata et al., (2007) examined the use of pedometers to increase physical activity in twenty-six studies with a total of 2767 participants. Bravata et al., (2007) found pedometers significantly increased levels of physical activity by more than 25% from the baseline. A significant predictor of whether pedometers had an impact on physical activity was whether participants had a step goal (e.g. 10000 steps) (Bravata, et al., 2007). It was found a step goal further increased the level of physical activity, which relates to the self-regulation model. The studies have shown that individual who recorded data from the pedometer such as daily steps, were more successful than those who did not keep records (Bravata, et al., 2007; Tudor-Locke & Lutes, 2009). This indicates the importance of feedback on the creation of challenges and goal

The researchers focused on groups that are at a higher risk for obesity; Hispanic and African American 4th and 5th graders, and their engagement in physical activity. Studies have shown “that emotions following an acute bout of physical activity are predictive of…participation up to a year in healthy, sedentary adults (Lochbaum & Stevenson, 2014, p. 202). The task was to dribble a basketball with different goals set by the examiners. These goals were mastery, performance approach and performance avoidance. After the task was completed four emotions: pride, frustration, shame and success were assessed. A mastery goal is defined as learning a task to improve ones self while the performance approach is based on trying to outperform others (Darnon et al., 2007). However, performance avoidance is the need to avoid performing more poorly than others (Darnon et al., 2007). Under the mastery goal, children were asked to see how well they could dribble the ball. While the performance goal conditions was to dribble the ball and compare the quality to children in another city. Both performance groups were told they would be video taped, however the avoidance group was told their errors would be pointed out and shown to other city students.

There are several interventions that correlate with increased physical activity, goal-setting, self-monitoring, and feedback. Several studies have examined the

When students add exercise to their life, they will develop a routine. If they commit, they will have different eating habits and will have to fit exercise into their schedule. Students will develop a meal plan, and an exercise routine, that fits their lifestyle. This will help them have a schedule for their everyday lives. If all students participated in the exercise, their lives would become more organized.

    While working on this project I  have learned that physical fitness does not come easy. It takes commitment, time, and will power. Without these you can’t obtain physical fitness or maintain it. Physical fitness is not easy to gain nor is it easy to keep it. If it was then everyone would do it, but those who stick to their plan will gain enormous rewards and their life will be significantly better.

This past summer, I realized that I was getting a lot more exercise compared to the school year. Aside from the occasional basketball, volleyball, or run, I do not have a set schedule or exercise regularly. As a result, I found the Behavioral Change Project the perfect opportunity to set the goal for myself of being more physically fit by exercising daily. To do so, I aimed to either play sports (basketball or volleyball) for at least 1 hour or run at least 1 mile (which includes 5 minutes of stretching beforehand) as my daily exercise. Having the objectives established beforehand made it clear to me what I needed to do to reach my goal. I also wrote down goal-facilitating behaviors (planning to run with others, to work and study effectively

Motivation is the key to accomplishing any task. I plan to use both intrinsic and extrinsic motivation. The grade level of the class will determine what kinds of motivation strategies I will use. I do not believe in written work outside of class in my physical education class. Students are always bombarded with papers, problems, and reading. The occasional exit slip or written exam will be incorporated within my class, though. I want students to gain knowledge of sports, fitness, and their body. I believe that I am one of the few chances a student has to become interested in life-long activities. I want students to want to be physically active. I will show them the benefits of living an active lifestyle and try to incorporate ways that will always keep them interested in physical fitness.

Growing up a student-athlete since the age of five, I quickly learned the importance and impact of goal setting, perseverance, accountability, and integrity. My sport, swimming, is a prime example of a sport where goal setting can make or break the athlete. I remember growing up with a clip board that was made of dry-erase material and it had my name and team written in bulky letters on the back. My mom and I printed out a page containing a table of my events, times, goal times, and records. I scanned this clipboard in the car on the way to the meet, before I swam, and after I swam to examine my performance. This form of goal setting helped me keep my head aligned with what I came to do that weekend and told me what I need to work on in the

“Physical education hopes to accomplish, to engage all students, not just the athlete elite, in fun activities that will instill a lifelong commitment to fitness.” (Johnson, 264). Physical education in the classroom can be a vital steeping stone to the way that teenagers think about fitness. Lifelong fitness is something that everyone should be guaranteed, it mainly depends on the experience that a teenager has. Like many other subjects in school, the

"Goal setting is used by top-level athletes, successful business-people and achievers in all fields" (Personal goal-setting, 2013, Mind Tools). However, not only individuals who are advanced in their careers can benefit from goal-setting. Persons at all stages and ages of the life cycle can benefit from setting goals for themselves as a way of boosting their self-esteem. Families may set long-term goals for themselves as an inclusive unit, such as not being as judgmental of one another; setting aside time for family togetherness; or having weekly meals where everyone sits down at the table. To achieve these goals, goals may be set at both the individual and the collective level. For example, to enhance family togetherness, the teens in the family might make a pact not to check their cellphones during dinner time while the adults might agree to make an effort to come home at a reasonable hour from work. Achieving effective long-term goals means setting and meeting effective short-term goals that eventually build up to a long-term goal. Also, the goals must be SMART (specific, measurable, achievable, realistic, and time-bound) (Personal goal-setting, 2013, Mind Tools). And finally, one must remember that goal-setting is not enough. Achieving those goals means making sacrifices and hard decisions