Many states have regulations similar to the following; each student in each grade shall participate in a planned program of physical education. The planned program shall include activities which:
1. encourage each student to attain and maintain a desirable level of physical fitness
2. develop competencies for life time participation in sports, team sports, and games
3. promote an understanding between regular physical activity and health
4. provide sports, games, and other physical activities that promote self confidence and the ability to work in a group
5. Require coeducation instruction at the elementary, middle grade, and/or junior high school levels.
Current Trends in Physical Education
In recent years, there has developed an increasing desire to educate young people regarding the importance of fitness, the joy of sports and athletics, and the value of lifetime sports. The President's Council of Physical Fitness and Sports defines physical fitness as the "ability to last, to bear up, to withstand stress, and to persevere under difficult circumstances where an unfit person would be ineffective or would quit."
Part of this concern for youth fitness has stemmed from cross cultural comparative studies in which American youth fall below their international counterparts. In addition, the desire to improve the nation's health has focused attention on the school PE classes. For example, one study found "39 percent of the boys and 33 percent of the girls aged 11 to 18 overweight." Further studies show that "an overweight twelve year old has only a 20percent chance of being a normal weight adult. By age 18, that chance drops to 5 percent!"
Much as school curriculum changes in recent decades have occurred in other school subjects ("new" mathematics, "new" social studies), there has developed a "new fitness." It has taken several forms. Some of the most interesting have been the Play Factory at Emporia State University in Kansas and the New Games popular on the West Coast, which have emphasized the fun aspects of sports. Such programs have been based on concerns that people should have fun and that more people should participate in fitness activities, as opposed to focusing on winning or losing. This all represents a kind of throwback to traditional play, community play, children's games, and social recreation to the time when people played together as a way to grow closer. Some people who are not generally athletic or who have been inactive for years have been drawn to the new orientation. Physical education teachers have organized such activities at their schools with success. The leisure revolution has resulted in a desire to expand participation in lifetime sports. These new directions will continue to challenge and tax the energies and talents of physical education specialists.
In the last two decades there has occurred a strong movement toward skill development in PE classes. Meshed with the new fitness, this can prove extremely beneficial in aiding young people. Gone are the days when PE instructors would throw out some balls and sit and watch the kids play or play only softball because that s the sport the teacher enjoyed best.
Quite obviously, many demands and duties characterize the activities of the physical education specialist. The following is a sampling:
1. determines the ability of students in their courses
2. revises instruction based upon students' abilities, that is, in teaching a skill (throwing a ball), making it relative to what the class is able to do, and proceeding from that point
3. prepares an equipment and materials purchase budget and maintains it once obtained
4. utilizes an efficient system for reporting accidents and following them up
5. conducts special programs for children with physiological and psychological problems
6. provides information to the parents and community concerning the curriculum
7. promotes physical fitness in the school and community
8. helps students to commit themselves to self improvement
9. prompts nonparticipating learners to join class activities and stay involved
10. Develops a wide variety of skills in students, such as accuracy, agility, balance, coordination, flexibility, power, rhythm, strength, timing, and other psychomotor abilities.
Education
Physical educators must obtain state certification as teachers. This takes place at a college that has an approved program for the education of teachers. In West Virginia University's program, for example, students take courses in four different areas: foundations, professional physical education teaching, activities, and a second teaching field and professional education. In addition to required courses, students may also take a variety of electives in areas such as coaching, an academic area, or dance. Students examine a wide variety of practical and interesting topics in courses such as:
Early childhood activities
1. Movement education and rhythms
2. Teaching wrestling
3. Teaching volleyball
4. Teaching dance in physical education
5. Curriculum in physical education
6. Principles and problems of coaching
7. Techniques of coaching
8. Water safety instructorships
In all programs for certification, in addition to professional physical education subjects, courses must be undertaken in the arts; biological sciences; history and social sciences; and mathematics. Program requirements such as these attempts to provide the student with a well rounded cultural education appropriate for a college graduate.
Student teaching is a special experience that is part of the certification program. This activity finds the college students, under the supervision of a cooperating teacher and college faculty member, instructing elementary, junior high, or high school students. It is a period of intensive training. In other fields, it would be called an internship, residency, or practicum.
Most physical educators pursue graduate courses and a master's degree; a few will earn doctorates. Some will obtain graduated degrees in physical education, while others will undertake working other areas. Florida State University offers special courses of study leading to a Master of Science or Doctor of Philosophy degree in motor learning and exercise physiology. The master's program has two areas of emphasis:
1. exercise physiology and
2. behavior with a track in motor learning/control.
The doctoral program has subspecialties in anatomy, biomechanics, and exercise physiology. Florida State offers other programs in physical education at the master's and doctoral level, specifically designed for teachers and those wishing to enter administrative positions. PE teachers obtain master's degrees for professional growth, financial reasons, and often to satisfy a state requirement. For a faculty position at a community college, an advanced degree is a necessity. For those wishing to obtain a position as a PE department chairperson, advanced graduate work is required. Those seeking employment at the four year college level will need to obtain a doctorate.
Job opportunities have greatly improved for PE teachers in the1990s; in addition, salaries presently are good and will continue to improve.
If physical education instruction may become your career, visit with a PE teacher and discuss your plans. He or she will be able to suggest a college as well as provide hints. In college, build into your program courses in communication arts, science, and business to permit greater flexibility upon graduation. While teaching may be your first choice, career opportunities expand daily in sports and athletics. It is strongly suggested that you obtain a student membership in your professional curriculum organization to help you stay current with your career and with potential job opportunities.
