chapter
Chapter
15
15 Careers in Teaching
Physical Education
Careers in
Teaching Physical
Education
Kim C. Graber and Thomas J. Templin
Why Study Pedagogy
of Physical Activity?
Pedagogy of physical activity is the study of
teaching physical activity. Effective
instructors understand their subject and
know how to convey it in a manner that will
lead to better learning in students.
Importance of Pedagogical
Knowledge
A person with a background in pedagogy should be
able to answer these questions:
• How will you get and keep the students’ attention?
• How much time should you spend talking, and how
much time should students spend practicing?
• Will your methods work?
• How will you structure class to ensure that students
have adequate time during class to improve their
fitness levels?
• How will you motivate students to engage in physical
activity outside of the school setting and make
appropriate nutritional selections?
Figure 15.1
What Does a Physical Activity
Pedagogue Do?
• Physical educators in public schools
• Swim instructors, recreation leaders
• Instructors at corporate fitness centers or
community recreation centers
• Specialists (golf or tennis pros)
• Professors
Key Pedagogical Principles Based on
Research
1.
Begin to develop expertise by acquiring experience and new
knowledge.
2. Provide appropriate practice.
3. Provide a high amount of academic learning time.
4. Always be concerned about class management and
discipline.
5. Hold learners accountable.
6. Provide clear, specific feedback.
7. Develop knowledge about alternative curricular models.
8. Ensure an equitable learning environment that addresses
the individual needs of all learners.
9. Consider how your expectations influence students.
10. Be mindful of teacher–coach role conflict.
Teaching Expertise
• Continue to learn about teaching by reading
and by attending professional conferences.
• Teaching experience alone does not
guarantee expertise (burnout and boredom
are potential risks).
Appropriate Practice Experiences for
Students
For students to succeed at any skill, they
must be exposed to appropriate practice.
(The principle of quality and the principle
of quantity are discussed in chapter 3.)
Active Learning Time
• Time on task, also called engaged time, is
defined as the time students spend actually
doing physical activity or sport.
• Students should spend at least 50% of the
time appropriately engaged (performing
correctly with frequent success); this is
called academic learning, or functional
learning, time.
Effective Class Management and
Discipline
• Class management involves organizing students
in such a way that learning is most likely to
occur, whereas discipline involves teaching
rules, enforcing them when they are broken, and
rewarding exceptional behavior.
• Instructors can best assist students as they
learn rules and routines by (1) having high
expectations, (2) being firm but warm, (3)
developing clear rules, and (4) describing how
rules will be enforced.
Accountability
• Students manipulate the learning environment when
they engage in off-task behaviors or become
competent bystanders (well-behaved students who
consistently avoid participation without attracting
notice).
• Educators that ignore off-task behavior encourage
further manipulation.
• Students learn accountability through clearly stated
and consistently enforced expectations. Instructors
demonstrate “with-it-ness” by knowing what’s
happening in the learning environment and by
displaying this awareness through oral or other
communication with students.
Specific Feedback
• Common instructor mistakes when providing
feedback:
– Feedback is often incorrect.
– Teachers sometimes focus on an aspect of performance that
does not require feedback while neglecting an area that does
require feedback.
– Teachers provide less feedback during game play. Feedback
provided during game play can be valuable; it gives all
students information about ways to improve.
• Teachers can increase the probability that
instruction will be effective by providing
appropriate learning activities; maximal active
learning time; and correct, prompt, and specific
feedback.
Alternative Curriculums
•
•
•
•
The elective curriculum
The fitness curriculum
The sport education model
The wilderness and adventure education
curriculum
• The social development model
• The teaching games for understanding model
Effective teachers are concerned with implementing
curricular models that are interesting to students
and produce the greatest opportunity for student
learning.
Equity Issues and Student Needs
Common forms of discrimination:
• Having a bias against students with less ability (e.g.,
using elimination games)
• Singling out obese and out-of-shape students in
negative ways
• Allowing other students to ridicule or embarrass lowskilled or obese students
• Neglecting to adjust the teaching approach for students
who carry personal problems into the learning
environment
Expectations for Students
• Self-fulfilling prophecy, or the Pygmalion
effect
• Context is equally likely to create
impressions about performance.
• Learned helplessness may manifest as
exerting little effort, becoming abusive,
blaming others, or quickly conceding
failure.
• Teachers must continually assess their
expectations and be cautious when
communicating expectations to learners.
Teacher–Coach Role Conflict
• Role conflict is defined as two or more
incompatible roles that are difficult to
perform simultaneously.
• Role withdrawal or retreatism
• Both teaching and coaching are satisfying
career choices, but people must be careful
to fulfill the obligations of each role if they
elect to engage in both simultaneously.
Knowledge and Research
• Although professional practice knowledge
is a powerful source of information, such
knowledge is not a substitute for thoughtful
consideration of the available research
literature on effective teaching.
• The Journal of Teaching in Physical
Education is a good publication that
features articles on this type of research.
Teaching Settings
• The enjoyment of the instructor is
influenced by many factors, including their
work environment (i.e., teaching setting).
• The environment in which teachers work
can facilitate their success.
• Gymnasiums that are cheerful and well
equipped also send a message to students
about the importance of the subject matter.
Workplace Conditions
• Characteristics of positive work
environments
• Characteristics of negative work
environments
• Overcoming a negative environment
Workplace conditions have the potential to
facilitate or constrain the physical activity
instructor.
Figure 15.2
Current State of Secondary
Physical Education
• Teachers and students have
similar views of the purpose of
physical education: exposure
to lifetime activities.
• Fitness activities have little
relationship to development of
health- or skill-related fitness.
• Teachers spend too much
time on class management.
• Teacher autonomy born out of
benign neglect.
• Teachers have limited goals
for students.
• Teachers validate self-worth
through coaching and
officiating.
• Gymnasiums can be wellmanaged and happy places.
• Physical education curriculum
is consistent among teachers.
• Instruction is casual; premium
on learning is mostly absent.
• Student evaluation not based
on measurement of
performance but behavioral
standards.
• More than half of students like
physical education less and
value it less than other
subjects.
• See full description on page
425 in the textbook.
O’Sullivan, M. (Ed.). 1994. High school physical education teachers: Their world of work [Monograph].
Journal of Teaching in Physical Education, 13, 323-441.
Exemplary Physical Education
• Innovative instructional
strategies
• Novel curriculums
• Integration of physical
education and other
subjects
• High-profile public
relations programs
• Supportive colleagues
and administrators
• Adequate funding
• Exemplary classroom
management strategies
• Involvement in
professional
development
• After-school programs
for students and adults
• Modeling of athletic
skill and fitness
• Promotion of equitable
learning settings
Becoming an Outstanding Physical
Education Teacher
•
•
•
•
•
•
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Develop teaching expertise.
Design appropriate practice experiences for students.
Provide active learning time.
Manage and discipline classes effectively.
Hold students accountable.
Supply students with specific feedback.
Consider incorporating alternative curriculums in
your program.
• Address equity issues and student needs.
• Maintain realistic expectations of students.
• Minimize teacher–coach role conflict.
Effective Teachers
•
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Approachable
Challenging
Competent
Contagious
Courteous
Caring and loving
Energetic
Engaging
Entertaining
Enthusiastic
Exciting
•
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Experienced
Fun and goofy
Informative
Inspiring
Knowledgeable
Meaningful
Motivating
Passionate
Personable
Positive
Relevant
Career Options
•
•
•
•
Physical education teacher in the schools
Teacher in higher education settings
Adapted physical education teacher
Coach (public schools or higher education)
NASPE Standards for Beginning
Physical Education Teachers
• Content knowledge
• Growth and
development
• Diverse learners
• Management and
motivation
• Communication
• Planning and
instruction
• Student assessment
• Reflection
• Technology
• Collaboration
National Standards for Beginning Physical Education Teachers (2003) reprinted with permission from
the National Association for Sport and Physical Education (NASPE), 1900 Association Drive, Reston, VA
20191-1599.
Advice for Future Teachers
• Never stop learning to teach.
• Join professional associations (student
membership).
• Read research literature.
Major Professional Associations for
Sport Pedagogy
• American Alliance for Health, Physical Education, Recreation
and Dance (AAHPERD)
• National Association for Sport and Physical Education (NASPE)
• Curriculum and Instruction Academy (a division of NASPE)
• American Educational Research Association (AERA)
• Special Interest Group (SIG): Research on learning and
instruction in physical education (a division of AERA)
• National Association for Kinesiology and Physical Education in
Higher Education (NAKPEHE)
• Association Internationale des Ecoles Superieures d΄Education
Physique (AIESEP)
Journals That Publish Sport
Pedagogy Research
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Action in Teacher Education
American Educational Research Journal
College Student Journal
Educational Technology
Elementary School Journal
High School Journal
International Journal of Physical Education
Journal of Educational Research
Journal of Physical Education, Recreation and Dance
Journal of Research and Development in Education
Journal of Teacher Education
(continued)
Journals That Publish Sport
Pedagogy Research (continued)
•
•
•
•
•
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•
•
Journal of Teaching in Physical Education
Physical Education and Health Journal
Physical Educator
Quest
Research Quarterly for Exercise and Sport
Sport Education and Society
Strategies
Teaching and Teacher Education
Make a Commitment to
Sport Pedagogy
Remain committed to
• student learning,
• effective teaching practices,
• ongoing development of subject matter
expertise,
• professional involvement, and
• believing you can make a difference in the lives
of children.