fitness education chapter 13. traditional views of fitness goal was to get kids fit focus was on...
TRANSCRIPT
Traditional Views of Fitness
• Goal was to get kids fit
• Focus was on activities and doing fitness (for example, weight training, exercise training, jogging, or aerobics)
Concepts-Based Fitness Education
• Goal is to develop knowledge and skills to lead a healthy, active life.
• Combination of classroom, laboratory, and physical activity experiences
• Emphasis is decision making that supports the how and why behind activities
Philosophy
• Engage in activity of sufficient intensity and duration
• Learn how and why it is important to achieve an adequate level of physical fitness
• Develop knowledge and skills to execute a personal activity program
Independence
Decision Making
Dependence
Lifetime Fitness
Lifetime Activity
Self-planning
Self-assessment
Getting Fit
Doing Activity
Characteristics of Concepts-Based Fitness Curriculum
• Organized around general concepts (cardiovascular health, muscular strength, body composition)
• Focus is on lifetime sport and activity• Emphasis on cognitive domain that
facilitates decision making, motivation, and independent planning and activity
Task: Identify Concepts for Each Fitness Education Category
• Foundational– e.g., FIT principle
• Behavior Change– e.g., self confidence
• Wellness– e.g., nutrition
Emphasis of Standards within Fitness Education
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Minor
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Major
3. Participates regularly in physical activity. Major
4. Achieves and maintains a health-enhancing level of physical fitness.
Major
5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Minor
6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Major
Reference: Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11
Task: Identify What Your Focus Might be for Each Major Standard
Standard Focus Content
Standard 2
Standard 3
Standard 5
Standard 6
Outcomes
• The student should ultimately know how to– Assess his or her own fitness levels– Interpret the results– Develop a personal program focused on
personal goals
How to use a Fitness Assessment
• To reinforce concepts related to the benefits and importance of choosing to live a healthy lifestyle
• To provide students with baseline information for learning to set reasonable physical activity and fitness goals
• To provide students with baseline information for learning to develop a balanced, individualized physical activity and fitness plan
How to use a Fitness Assessment
• To provide students the theory, rationale, accuracy, and appropriate use of fitness assessments
• To teach about the impact of individual differences and how they influence the interpretation and accuracy of fitness assessments
Assessment in Fitness Education• Formative and summative assessments
traditionally used in other academic areas may be used to assess cognitive aspects of fitness– Quizzes & exams– Presentations & Projects– Journals & Papers– Demonstrations & Learning Games– Informal feedback & Question/Answer
• To evaluate the effectiveness of a curriculum in physical education, health, or fitness
• To evaluate the effectiveness of teaching• To determine, to any degree, student grades in
physical education, health, or fitness (basing a grade on fitness level as determined by an assessment)
How NOT to use Fitness Assessment
How NOT to use Fitness Assessment
• As a basis for blind assumptions regarding student physical activity levels
• As proof of student health status• AS THE BASIS FOR PUNISHMENT OR
REWARDS