Kristina Cavallo
Professor Howard
5/1/12
Spring 2012
Capstone Assignment- Philosophy of Physical education
Thank you for allowing me to present to the board today. Obtaining a physical education
teaching position has been a dream of mine and I intend to show you why I am a deserving and
respectable candidate for the job. In order for you to understand my goals and beliefs, I must
first express to you where my interest in the profession started and how I developed my
philosophy of physical education.
My interest in physical education developed when I was in high school. I was a student
athlete my entire life because I loved sports and being active. I realized that I wanted to
become a teacher so that I could be a positive role model and make an impact on students’
lives as my teachers had done for me. I was involved in a program called Athletes Helping
Athletes where I was a mentor to young student athletes in my district and I enjoyed working
closely and helping students. I decided that I would love to work in a field where I could make a
difference in student’s lives and pass on my passion for athletics and physical activity and
physical education offered that opportunity. I thought it would be great to be the person who
taught them how to enjoy physical activity as much as I did.
When I look back at my own education I realize that, while I remember many of my
teachers, the most memorable were my physical education teachers. I was influenced by my
old physical education teachers and coaches. They were always my favorite teachers because I
felt like I could relate to them more and liked experiencing things in a more “hands on” setting
rather than just sitting in a classroom. Their energy and enthusiasm for what they taught made
me enjoy each class. It is my goal to provide that same, if not more energy and enthusiasm for
my students so that they will love participating and being active. I believe that as a physical
educator one is able to more freely impact the behaviors of the students and establish closer
relationships with such students. I like the idea of getting along with the students in a more
relaxed environment.
I decided that I wanted to become a physical educator to pass on my enthusiasm and
love of activity to students. I would like to be a teacher that students feel they can respect and
relate to. I want to make an impact on students’ lives and help them enjoy and get more
involved in an active lifestyle. It is important to me that I make a difference and connect with
some of my students so that they will be active and healthy in the future. I also want to be a
role model teacher and positively impact my students. It is my goal to have my students view
me as a mentor, as I did with my old teachers and continue a healthier lifestyle beyond my
classroom.
As you will see in my power point, there a many integral pieces that comprise my
philosophy of physical education. However, there are three main components. First and
foremost I believe that physical education should be enjoyable and a positive experience. I also
believe that physical education should be inclusive of all students regardless of skill level or
abilities and it should be participatory.
In order for physical education to be fun and enjoyable I believe that the teacher must
exhibit a safe and comfortable environment for students (NYS Standard 2). The teacher must be
passionate and excited to engage the students in the learning process. Lessons are enjoyable
when the instructor teaches to their interests. I intend to make my lessons fun for all students
by creating innovative and creative lessons to catch the students’ interests. I have learned a lot
from attending conferences as a member of NYS AHPERD and AAHPERD that I intend to use in
the classroom. If physical activity is made to be fun, students will always be willing to
participate. When students are having fun during physical education, they will want to continue
the fun outside of my classroom. It is my goal to guide them to continue activities outside of
class, on their own for a lifetime.
I also believe that physical education should be inclusive for all students regardless of
skill level or abilities. As an educator I feel that my job is to educate all students in all areas such
as skill progression and life-skills. Physical educators are not simply coaches that should be
teaching specifically for prospective varsity level athletes. All students whether highly skilled or
low skilled should learn together the necessary skills for participation and receive constructive
and positive feedback so they can improve their skills. Learning can be inclusive for all by
differentiating instruction. For example, if some students are better visual learners, I would
hang up posters or visuals to help them understand more. If some students are auditory
learners I could break down the skill progression verbally, and for kinesthetic learners I could
physically show them how to move their body. By teaching to all levels and abilities students
will be able to learn in a comfortable environment and be successful. The increased success
rate helps students feel better about themselves and enjoy their experience, rather than worry
about “failing” or “not understanding” physical education.
I also believe that physical education should be participatory in that it should include all
students and get everyone involved. I would adapt my classes for different ability levels and for
special needs students. The special needs students deserve to participate just as much as the
able bodied students. Lessons can be adapted to suit individual needs such as using a modified
piece of equipment like a beach ball for special needs students (higher success rate) and a
volleyball for able bodied students. I feel that it is important for students to want to come to
class and be active, rather than dread the thought of the gymnasium. The more students you
get participating in class the better. This is also done by teaching to the student’s interests so
that they want to be engaged in the activities. By offering lifetime activities such as golf, tennis,
yoga, cycling, etc. for students who dislike team sports or adventure education for students
who like non-traditional sports, more students will be likely to take part in class. It is important
to offer a variety of units to attract their interests and keep them active.
My beliefs coincide with Dr. Feingold’s “Position on Adult Roles” paper. I believe that it
is important to keep the role and goal of physical education as helping to develop the “whole
child.” Like Dr. Feingold, I also believe that physical activity and physical education has the
potential to help attitudinal development, cardiovascular disease prevention, value education,
prevention of social deviance and encourage cooperation (Feingold, 1990). Physical education
has the ability to affect and benefit a child’s physical, mental and emotional health. I agree with
Dr. Feingold’s statement that adult behaviors are cultivated in physical education. He states
that “besides developing positive attitudes about physical activity, one can develop a variety of
motor skills in school and be participating in those activities with a reasonable level of
satisfaction and success in numerous life time and sport activities. Activities such as tennis, golf,
volleyball, jogging, etc. are a few possible activities one would participate in as an adult in order
to maintain a minimal level of fitness and relaxation” (Feingold, 1990). I agree with this
mentality that physical education can help build a positive attitude toward physical activity
throughout one’s life. If students are taught the motor skills and knowledge required to
participate in lifetime activities, they will be better equipped to continue being active
throughout their adult life. Instead of becoming sedentary or avoiding competitive activities,
students with a positive physical education experience will continue to lead an active lifestyle
and decrease their risks of obesity, cardiovascular disease, hypertension and certain cancers. I
also agree with Dr. Feingold’s belief that a positive physical education experience can
correspond to positive self-esteem and values. It is through physical education that students
will learn valuable life skills, a positive self-image and an appreciation of values. I agree that a
good physical education program teaches its students to “appreciate the value of hard work,
dependability, honesty, cooperation, accepting others and their differences, leadership and
teamwork to fulfill a common goal” (Feingold, 1990). I aspire to create more honorable and
dependable citizens that have high self-esteem by teaching them to appreciate the values of
society in my program. Dr. Feingold was very wise and correct when stating that “physical
education is a critical factor in preparing our children to become healthier, more
knowledgeable and more valued adult members of society” (Feingold, 1990). I will strive to
create a program where I can instill these values in my students so that they may become
better, healthier adults in the future by “learning through the physical.”
As a physical educator I think that it is important to teach to the standards and
incorporate them in each lesson. Both the New York State learning standards and National
Association for Sport and Physical Education are necessary. The NYS standard of personal
health and fitness should be utilized every day. Students will gain the necessary knowledge and
skills to establish and maintain personal health, physical fitness and participate in physical
activity (PE Learning Standards, 2009). I believe that fitness should be incorporated into every
lesson and this would help build student’s knowledge and fitness level. I will also create a safe
and healthy environment and teach students to help create and maintain the environment. This
will be done through reviewing safety techniques and rules and by treating each other fairly
and with respect. There will be no put-downs because the students will learn to treat each
other equally. I will also incorporate standard 3, resource management in my lessons by helping
students understand and be able to manage their community and personal resources (PE
Learning Standards, 2009). This will be done by announcing community activities and other
ways for the students to get involved in physical activity outside of class. The NASPE standards
such as competency in motor skills, understanding movement concepts, exhibiting responsible
personal and social behavior and valuing physical activity will also be included (NASPE Sets the
Standards, 2004).
While there are a variety of curricular models, I believe that an eclectic model can be
beneficial. I agree with Hellison’s Social Responsibility model, Siedentop’s Sport Education
model, movement education and the interdisciplinary model. I want my students to be
encouraged to develop positive social interactions because they can learn a lot from interacting
with each other in the gymnasium. They should also be able to work cooperatively in groups,
develop respect for others and get along with each other. This model can help develop an
individual’s values for others and help them develop social responsibility. Students will also
learn to work as a group, cooperate and share responsibilities (Rink, 2010). In a secondary
education setting I would use the sport education model for particular units. I think that the
sport education model is a great alternative because it is more student-centered and the
students learn from each other. It offers each participant a specific purpose and allows them to
take on leadership roles. This model is a great alternative for students who might not be the
star athlete in the class, because they can use their other strengths and still be successful. I also
believe that physical education should be interdisciplinary in that other subjects should be
incorporated into lessons. Students will be able to apply knowledge from other subject areas
(math, science, English, etc.) in the physical education setting. I think that literacy can be
included in various lessons to keep students involved in their curriculum. As the physical
educator it would be important to keep an open line of communication with the other subject
area teachers and infuse other subjects whenever possible (Rink, 2010). Some students may
even learn better in an active setting rather than sitting at a classroom desk.
I believe that physical education is marginalized at times and we should work to change
that. Physical education is a valuable part of a child’s education and learning process. It is not
simply the “rolling out the ball” recess time that others often associate with physical education.
It should be regarded as important as any other subject matter. It is in physical education that a
student can be fully educated, to “the whole child.” Students do not only improve their physical
health through movement and fitness, but also their mental and social well-being. They learn to
develop a good self-esteem and positive attitude. They also learn how to work, respect and
interact with others. They are given the opportunity to take leadership roles, cooperate, play
fair and learn responsibility. Students are motivated to work hard and try their best. They are
also encouraged to live an active and healthy lifestyle for a lifetime. It is my belief that if a
physical education program is run correctly, the teacher will make the experience memorable
and positive. When a teacher puts their best effort into creating an exciting curriculum,
students will benefit and others may finally see physical education for its strengths and
appreciate its value to students.
In closing, I would like to reference the “7 qualities of a highly effective teacher”
(Howard, 2012). In order to be an effective teacher one must have a passion for teaching. I
most certainly have the passion to help students live active and healthier lifestyles. One must
demonstrate care and concern for children (Howard, 2012). I definitely possess the care and
concern for children because I believe that physical education and learning is all for the
children. I think each student should be recognized daily so that they feel special every time
they are in my class. One must be a lifelong learner. I will be a lifelong learner and will continue
to increase my education. I have and will continue to attend conferences to stay current and up
with the changing times. I will work to incorporate new technology and innovative lessons. I
agree with the statement “learn like you are going to live forever” because I value learning
every day. One must have the ability to differentiate instruction. I possess this quality because I
know that it is important to adjust the way you teach a lesson so that it suits the needs of all
students. Certain students have different learning abilities and styles and if lessons need to be
broken down for more visual or auditory learners they will be (Howard, 2012). One must clearly
establish expectations. I possess this quality because I will have high standards for my students
and classes. If one does not have high expectations for their students, they will not try to strive
for success or hold themselves accountable for their actions. One must have the ability to relate
to and communicate with students (Howard, 2012). I definitely possess this quality because I
feel I can easily relate to students and have a friendly and open line of communication with
them. Lastly, one must possess strong classroom management skills. I certainly possess this
quality because I believe a lesson can only run smoothly if there are rules in effect and students
follow directions (Howard, 2012). An effective lesson runs like a well-oiled machine if
everything goes smoothly. However, if you have a problem, that acts as a broken gear and it
stops the machine from moving forward. Good classroom management is the best solution for
an effective lesson and classroom atmosphere.
I am a very hard working and dedicated candidate that cannot wait to show you what I
can do. I am looking forward to passing on my passion for physical activity, acting as a positive
role model and making an impact on student’s lives and behaviors. You will not be
disappointed. Thank you for your time.
Works Cited
NASPE Sets the Standards. (2004). Retrieved May 2, 2012, from AAHPERD.org:
http://www.aahperd.org/naspe/standards/nationalStandards/PEstandards.cfm
PE Learning Standards. (2009, April 21). Retrieved May 2, 2012, from NYSED.gov:
http://www.p12.nysed.gov/ciai/pe/pels.html
Feingold, D. R. (1990). Position on Adult Roles. NYSAHPERD.
Howard, T. (2012). Seven Qualities of a Highly Effective Teacher. Garden City,NY: Adelphi University.
Rink, J. E. (2010). Teaching Physical Education for Learning. New York, NY: McGraw-Hill Inc.