Self-Determination Within The Physical Education Environment

A brief history regarding the original focus of the school and the ‘transition period’ MES went through in order to concentrate solely on physical education was discussed. MES held a leading role in the development of physical education in Canada with the help of influential leaders such as Emma Scott Raff, Margaret Eaton, Mary Hamilton, and Florence Somers. The paper argued that MES played an innovative role in the development of physical education by offering women both a teacher and counsellor training programs, creating the CPEA with the help of Mary Hamilton, the relationship between MES and the YWCA, and the establishment of Canada’s first bachelor’s program in physical

One of the most important goals for educating the students of today is preparing them to live a successful life not only mentally but physically as well. Students ultimately have to understand and be experienced with many physical activities(e.g. running) in order to accomplish a physically healthy lifestyle. Both the National Physical Education Standards(AAHPERD) and the Mississippi Physical Education Frameworks assist educators in designing a curriculum that teaches students about the necessity and fundamentals of physical activity. There are obvious differences and similarities between both educational standards as far as their content and structure goes. However, both the purpose and function of both standards are still analogous. Both standards inform educators of what students should be able to know and do at specific grade levels like the College and Career Readiness/core standards. Similarly, like with all educational standard, both standards functions as a model and guide that includes suggestions of teaching strategies, learning objectives, and much more depending on which one educators choose to use when developing their curriculum. All in all, both standards were comprehensive in providing information on how to design a curriculum that disciplines students into healthy individuals with effective implementation.

Every single human being that exists is different. We are inherently unique and distinguishable between every other person in the world. We are a diverse and unique population and we vary from one another in regards to race, gender, ethnicity, socioeconomic background and so much more. This means that as a professional, we will have to work with people from all different backgrounds and experiences. The key to overcoming this obstacle is to recognize that every individual is distinctive and understand that although everyone is different, everyone has the same equal opportunity to learn and grow despite these differences.

This study by Spray and Wang helps shed some light on how physical education helps students to become more disciplined in their day to day life. “The highest discipline scores were reported by pupils with high task and ego orientations, perceived competence and feelings of autonomy. The results are useful for teachers and other physical activity leaders in enhancing motivation and disciplined behavior in young people” (Spray, Wang). Participating in physical education teaches children to follow the rules, and that you will lose in life

This portfolio is a compilation of my works while pursuing a Master's degree in Coaching and Athletic Administration. These selected works illustrate my professional development gained from this educational experience. Seeking out professional development opportunities is critical for athletic coaches and administrators because every sports program, regardless of the age or skill level, should have a qualified coach lead it. In fact, many would argue there are a moral and a legal obligation to have qualified coaches at all levels. There is a legal obligation because unqualified coaches are more likely to teach improper skills and techniques, which puts athletes at risk for injuries. Further, there is a moral obligation, as qualified coaches are more apt to understand and address the psychological and physiological developmental needs for each athlete. When a coach knows these psychological and

Kirk, D., 2002. The Social Construction of the Body in Physical Education and Sports. ResearchGate, Page 79.

The Occupational Socialization Theory (OST) is a theory of teacher socialization in physical education that examines the way in which individuals are recruited, trained, and socialized into the roles of physical education teacher and teacher educator. Often in physical education researchers analyze educators, and terminal degree-seeking students are utilizing the OST construct. I would like to apply this construct to the inner city and urban physical education programs. My experience in K-12 physical education was both positive and negative. In secondary school, there seemed to be a role conflict among a couple of my physical education teacher’s. Often athletic coaches that were also physical educators failed to delineate their responsibilities as a physical educator and athletic coach. My potential research would also like to hone in on urban/inner-city secondary

Therefore in addition to the social sciences and pedagogic literature I have tried to review its application within sports coaching.

After learning an extensive amount of information on my physical education teacher, Andrew Wagner, I came to realize that this profession suited me quite well. Various aspects of him and his interests aligned with mine and I was able to observe this similarity while completing the Big 6 Research project. After reading over Mr. Wagner’s informative sheet relating to his career, I became more informed on certain aspects pertaining to this occupation including the required education, the skills needed, the job outlook, the salary, and a diversity of other fact related to being a physical education teacher. More specifically, Andrew Wagner is a person who takes a liking to physical activity and gives instruction very directly. As a student in today’s

I really became interested in this concept my 8th grade year. As an 8th grader, I played football, basketball, and track. Each one had a different coach, and each coach had a different approach.

This paper aims at evaluating a child-centered approach as an appropriate means of ensuring an adequate experience of learning within sport and physical education among young people. In her earlier work, Armour (2010, pp. 31-53) argues that sport pedagogy can be defined as a multi-disciplinary study and development of the intricate and teemed space where exercise, sport, education, physical activity, and science meet in practice. Narrowly, and according to Kirk (2012, pp. 29-31), physical education forms an integral part of the process of education which utilizes physical activity as the basic means to elevate psychomotor, cognitive, and socio-affective growth such that the quality of life is enhanced. In the past, the focus of physical education has been on the psychomotor or physical aspect of learning (Fellows, 2012, pp.

The second policy option is to increase access to healthy foods by regulating prepared food options in Virginia’s government establishments. Regulating food options and enforcing stricter food guidelines in government establishments would help decrease childhood obesity. To combat the 28% adolescent obesity rate in Iowa, the state worked with the Randolph-Sheppard Vending Facility Program to require government facilities to have at least 30% of their accessible food options is healthy (CDC, 2014). A similar adaptation for Virginia could help regulate our food choices.

The main point of teaching personal and social responsibility in physical education is it allows the students opportunities to practice and learn how to take responsibility for themselves and others. Teaching Social and personal responsibility develop and reinforce several personal and social skills connected with responsible behavior. Hellison and Walsh (2002) summarize strong evidence that within programs, TPSR leads to participant improvement in key learning areas like self-control, effort, helping others, self-worth, self-direction, teamwork, and communication skills. (Hellison and Walsh, 2002, p. 298-300)

Physical education is defined nowadays as a “systematic instruction in sports, exercises, and hygiene given as part of a school or college program” (Park). When most people think of the term “physical education” they think of it as “a broad, inclusive term comprising the fields of physical education, health education, safety education, athletics, recreation, dance education, kinesiology and so on” (Zeigler 1). It may sometimes be referred to as physical training or gym class and mainly is taught in grades kindergarten all to the way up to your senior year in high-school in the United States. The history of physical education dates way back to the Greek and Roman times and has slowly evolved into what it is now today. There is a

The perspective of this paper is to develop a philosophy on physical education and then explain what kind of job we plan on having later on in life and relate physical education to that. The purpose for developing this philosophy is to try and get the most out of the people I’m working with on physical education, whether it is an adult or adolescent.