Monitoring and Assessment

by

TABLE OF CONTENTS

CHAPTER 2: LITERATURE REVIEW1

Physical Education1

Instructions in Physical Education and Physical Activity1

Curriculum for Physical Education3

Physical Education Best Practices4

Identifying Needs of the Students4

Interest and Involvement with the Curriculum4

Surveys5

Traditional Assessment5

Alternative Assessment5

REFERENCES6

CHAPTER 2: LITERATURE REVIEW

Physical Education

Physical education is a unique and important component of the total school program, providing total education, which facilitates optimal physical development and health maintenance. Physical education also focuses on integrating the emotional, social, and intellectual components that develop the whole child. The program prepares the adolescent to safely meet the physical demands of daily life, to use activity health benefits for a lifetime, and to enjoy physical activity during leisure time (Grechus, 2010, 122). The school community focuses on balanced learning opportunities addressing the three major goals of academic achievement, developmental responsiveness and social equity according to a report by the Carnegie Council on Adolescent Development (2000).

Physical education is a learning process that “focuses on increasing knowledge and affecting attitudes and behaviours relative to physical activities, including exercise, sports, games, dance, aquatic activities, and outdoor adventure activities. It can occur inside or outside the schools. Physical education can be formal or informal. “Physical activity is any form of movement that causes your body to use energy. It may be purposeful, such as when you exercise or play sports” (Grechus, 2010, 144).

Instructions in Physical Education and Physical Activity

Health experts began to look at school programs as a vehicle for augmenting physical activity levels in kids. In particular, these experts, along with some political pundits, pushed for more physical education time during the school day. Unfortunately, researchers found that just increasing the amount of time students spend in physical education class is no guarantee that they are physically active. For example, Hackensmith and his colleagues examined physical activity among fifth grade students during physical education classes in one large county in Texas. Findings showed that students spent 11.9% of time moving from one location to another, 8.5% of the time in moderate to vigorous motor activity, 23.3% of their time in minimal motor activity and 68.5% of the time in non-motor activity. In another study, Hurst (2004) found that students only spend 21% to 38% of their time in motor activity. Similarly, Hackensmith, (2006) found in an earlier study that students spent 8.5% percent of class time in moderate to vigorous physical activity and 23.3% of the time in minimal activity. In a similar study, Hurst (2004) looked at student and teacher behaviours in an exemplary elementary PE Program for 1st graders. They found that students engaged in motor appropriate activity 49% of the time, received information 24% of the time, waited 15% of the time, they transitioned 24% of the time and were off-task 3% of the time.

Paradoxically, when the level of activity for children is observed outside of their physical education class, the picture doesn't appear much better. It has been studied that activity time during recess of 271 children ages 6 to 10 years of age. They found that the girls and boys ...