Fitness
Education
Chapter 13
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
Lifetime Fitness
Lifetime Activity
Self-planning
Decision Making
Self-assessment
Getting Fit
Dependence
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 Minor
patterns needed to perform a variety of physical activities.
2. Demonstrates understanding of movement concepts, Major
principles, strategies, and tactics as they apply to the
learning and performance of physical activities.
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
Standard 2
Standard 3
Standard 5
Standard 6
Focus
Content
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
How NOT to use Fitness Assessment
• 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
• As a basis for blind assumptions regarding
student physical activity levels
• As proof of student health status
• AS THE BASIS FOR PUNISHMENT OR
REWARDS
Challenges
• Covering all concepts in one course is a
daunting task
• Coordination of scope and sequence is
essential
• Preparation of instructional materials is
critical