Fitness Education
Traditional physical education teaches
students baseball, football, and
basketball.
Concepts-based fitness education
teaches students how to take personal
responsibility for behaviors that lead to
lifetime fitness and wellness.
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
– Process of activity rather than product
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
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
Suggested K-12 Scope
• Elementary
– Basic skill themes and applications
• Middle school
– Combine skills and strategies that enhance
physical activity performance
• High school
– Development of personal fitness plan
– Choice of activities to pursue indiv. goals
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
Outcomes
• The student should ultimately know how
to
– assess his or her own fitness levels
– interpret the results; and
– develop a personal program focused on
personal goals
Stairway to Lifetime Fitness
Adapted, by permission, from Corbin and Lindsey, 2002 (In
Press), Fitness for life, 4th ed. (Champaign, IL: Human Kinetics).
Challenges
• Covering all concepts in one course is a
daunting task
• Coordination of scope and sequence is
essential
• Preparation of instructional materials
Block scheduling plans
A/B block plans—One-semester course, 90120 minutes per day, alternating two days
one week, three days the next week
Accelerated block plans—Nine-week course,
meeting five days per week,
90-120 minutes per day
Assessments
• Grades should not be tied to fitness levels
• Technology available
– Heart rate monitors
– Pedometers
• Variety of cognitive assessments
– Personal fitness plan guidelines
• Wellness portfolios
– Self-assessment and activity record sheets