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PHYSICAL EDUCATION IN THE MIDDLE SCHOOL.   Term Paper ID:29984 Click to get this paper

Essay Subject: Discusses pre-adolescent diversity, curriculum, pedagogic content of physical education programs.... More...

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Paper Abstract: Discusses pre-adolescent diversity, curriculum, pedagogic content of physical education programs. Physical, emotional, intellectual and social development of pre-adolescents. Goal of physical education programs & approaches to achieving goal. Types of desirable curriculum & examples. Case study example. Teaching of social beliefs, behaviors & conformity in addition to physical fitness (hidden curriculum). Paper Introduction: PHYSICAL EDUCATION IN THE MIDDLE SCHOOL Review of The Literature Introduction This review of the literature regarding physical education in the middle school will include the following relevant topics: pre adolescent diversity, curriculum evaluation, pedagogic content, the case study example, and the hidden curriculum. Pre Adolescent Diversity The middle school, developed around 30 years ago, was designed for the young adolescent, who was not ready for the impersonal climate found in the high school environment. The nature of this situation comes with difficulties that are yet to be resolved. Placek (1992) visited four middle schools and found that teachers and principles are still searching and struggling Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. The question presented to the class askedwhat needed to be done. Content knowledge transformation:An examination of the relationship between content knowledge and curricula. Students are exposed to as manyactivities as possible, without the effort to teach them any significantlevel of skill. Specialists were used to teach classes. The operational domain was used to observe 12 purpose concepts,these were behavioral and limited to teacher statements or an overt studentaction. Elitism, that all men are not createdequal, is also taught, since those at the top of the hierarchy are theelite (Fernandez-Balboa, pp. object manipulation, teamwork, neuromuscular efficiency, etc.measured). The classroomcurriculum was related to the pedagogical content knowledge base, ratherthan the content knowledge base, and this was developed based on studentlearning abilities. Findings showed that the purpose concepts were documented in thefirst four domains, showing consistency of movement skill, fitness,enjoyment, and teamwork purposes in middle-school physical educationprograms (ie. 75). Usingnovel and challenging introductory activities and fitness routines toemphasize regular activity and fitness objectives in middle school physicaleducation. Traditional methods are not meeting these needs andalternative programs that consider the whole individual with methods thatcapture interest and provide motivation are needed. The presence of purpose concepts in an operational curriculumrequires a working framework to structure and organize the setting. Next questions advanced togather information regarding the troubled student. 46). 47). Lessonsalso have a cognitive aspect and the routine must be modified and adjustedto keep the student interested in the activity. Finally, it is concluded that teachers also need to considerthe hidden curriculum, to ensure that they are in fact offering a positiveeducational experience rather than simply perpetuating social structuressuch as inequality and conformity. The Hidden Curriculum While the problems of how to educate the middle schooler are beingmulled over, with current interest in the need for student-centeredapproaches in the curriculum, another type of curriculum is discussed byFernandez-Balboa (1993). The role of education includes the socializationand enculturation of the student. n.j., 75-77 Boyce, A. Physical education teacherstypically base their decisions on biological development factors and ignoresociocultural factors that must be noted in order to view the whole person. Fernandez-Balboa reports that by failing to consider this agenda,including the values that are consciously and unconsciously taught, thephysical educator is contributing to the injustice of teaching the hiddencurriculum. At a national secondary physical education conference,the audience responded to a question regarding the type of curriculumneeded for this age group, with a majority vote for needs for sport skills(66%); less frequently mentioned activities included health-related (over5 %) and cooperation (38%). 389,4 ). The authorsdescribe activities and fitness routines. For thesestudents, all participate twice a day in eye massage to prevent myopia.Morning exercises are done each day, after two classes, and they are doneto music. (1996). A middle schoolphysical education teacher is presented with a new student with hearing andspeech problems as well as hygiene and other problems with peers. Research doesnot support the notion however, that exposure to participation in sportsduring middle school, will result in this particular adult activityselection. Inthis case, those who are skilled, will be able to extend their developmentand those who lack skill will be encouraged to determine appropriateactivities and become skilled. Rethinking middle school physical educationcurriculum: An integrated, thematic approach. These include outdoor adventure or team activities, which allowfor integration of the individual, information, and environment (Rikard &Woods, pp. Initial questions were simple, asking for adescription of the teacher and characters. Finally questionstackled the situation and asked for suggested actions. Conclusions In conclusion, middle school physical education faces the problem ofdealing with a unique group of students who are physically, emotionally,and culturally diverse, and require unique individualized instruction andcurriculum. 51). Middle School Journal,(March), 51-55.----------------------- 1 In addition to these concerns, teachers need enhancedinstruction regarding increased pedagogical content knowledge repertoire,and case example instruction to help deal with real-life situationalinstruction. Althoughthe teacher in point, had experienced success with a diverse groups ofstudents, the new student was being made fun of and harassed by his peersand was beginning to withdraw. 231-232). 76). 5 ). (1993). This results in apathy, indifference, dependence,compliance, powerlessness, apolitical attitudes, and anxiety. Forthe domain approach to this organization, five domains are postulatedregarding curricular decision-making which include, ideological, formal,perceived, experiential, and operational. Physical education includes a specificset of social beliefs and behaviors that are passed on to the student.This system includes political, economical, moral, and social intereststhat are impressed on the student as a part of the process while teachingphysical activities and sports. They were given formal instruction and theyparticipated in physical sport activities. Of the 22 purposes documented, 21 were documented in theperceived and experiential domains and 11 were found in the curriculumguide. Qualitative and quantitative strategies wereused. Flexibility is required by theteacher, to help guide discussions without restricting them (Boyce, p. Newer research is beginning to understand that there are manyfactors leading to adult behavior (Benson, p. This concept is further appliedto the teaching of physical education. The Case Study Example In addition to the uniqueness of the middle school population withits pre adolescent changes, the educator for this group faces the problemsthat come with cultural diversity. Students learn thatabout stratified and hierarchical structures. The authorfurther states that to ignore this problem is to contribute to it, and allmust become aware of the ways that the hidden curriculum affects our lives(Fernandez-Balboa, p. 29 , 298). The hope is that they will gain some understanding ofsports and activities, and when they mature, they will have the backgroundto peruse their interests further. The physical education teacher may need somethingextra to help with the practical gymnasium application of that which islearned in the lecture hall. In-depthinstruction includes games, gymnastics, and dance activities with directinstruction providing needed information for skill development. Dealing with student diversity through the case-study approach. It is also noted that short exposure (occurring in middleschool physical education) to many activities only allows enough time toperceive limited ability and does not allow for successful skilldevelopment. 65). The middle school has always presented aunique challenge andthis is compounded with ethnicity and social issues (p. Sociocultural characteristics of thehidden curriculum in physical education. Since real-life situations frequently do not allow time for the educator to fullyassess all factors involved, case-studies help teachers develop effectivestrategies prior to needing them (Boyce, p. Rikare, G. 77). Educational policy isdetermined by politicians, and students are at the bottom of the strata,and are further stratified by grades, gender, and intellectual and physicalabilities, and socioeconomic status. Physical education is viewed as fragmented since so many imposetheir ideas regarding what constitutes an appropriate curriculum.Competition is rewarded in the school system and taught through physicaleducation as well, with the pressure to win (Fernandez-Balboa, pp. A lack of contextualism is also part of the curriculum,since what students are taught is disassociated from the student's lives orlife experiences, forcing them to fit into the norm. It was concluded that teacher preparation programsmust deal with this important phenomenon and enhance the prospectiveteachers' pedagogical content knowledge. 199-2 1). Discrimination is inherent in the fact that Western cultural valuesof the white male dominant class are what is taught in the classroom,ignoring the social and cultural background of the minority or thedisadvantaged. 22). References Benson, J. The curriculum would be student basedrather than activity based. Sex and grade level, is the basis oforganization for this group, which does not allow for the distinctdifferences between the mature and the immature for each age, which resultsin great difficulties in the gymnasium (Benson, p. Thus concepts of purpose can be documentedwith the curriculum guide, and observed in the gymnasium and playing field. (1979). Benson agrees that the traditional organizational patterns ofinstruction may not provide the flexibility needed for an effectivelearning environment for this group, and alternatives must be explored.The author also points out that there is a lack of focus and informationregarding the development of a unique middle school physical educationprogram. Alternative approaches are considering the attitude that every childis a winner, and there needs to be more opportunities for successful andpositive participation in physical education experiences. Rather thangetting caught up in the traditional methods of teaching physicaleducation, the author recommends that the teacher stop and criticallyexamine these points to identify and eliminate injustices and oppression(pp. 51-52). Quest, 44, 33 -341. After-school activities wereoffered twice a week; ten minutes of mass exercise ensued and afterwarmups, students chose from "badminton, basketball, ping pong, ropejumping, track relays, tug of war, and volleyball" (boys did all but ropejumping; girls did rope jumping and badminton) (p. Evaluation ofcurriculum has been successful using the Purpose Process CurriculumFramework. Descriptive examples of physical education in the People'sRepublic of China, were reported by Lee and Nii (1979). In a West MiddleSchool, in Shanghai, physical education or physical culture was beingtaught to 1,6 students. Dominantmodels are maintained, thus schools replicate and legitimize the socialstructure. The case-study provides the preservice teacher with a situationwithin context, and utilizes discussions and solution finding to resolveissues. Boyce (1996) reports on the advantagesof using a case-study approach when dealing with student diversity. 76). L., & Woods, A. With an emphases on development of a substantial pedagogical contentknowledge repertoire, the teacher would have more to draw from whensearching for the most appropriate method of teaching for example, aphysical movement in a physical education performance course (pp. JOPERD, 67(5), 46-5 . (1998). Students also participate in two periods of formal physicalculture instruction each week and after-school sports twice a week.Badminton, ball games, exercises, gymnastics, long distance running, andping pong are taught in coeducational classes. Placek (1992) visited fourmiddle schools and found that teachers and principles are still searchingand struggling to overcome the problems related to physical education inthe middle school. The authors foundthat although teachers tended to share a common subject content knowledgebase, their pedagogical content knowledge differed. Fragmentation is alsoa part of the hidden curriculum, which does not allow for criticalthinking. Ennis, C. Quest, 45, 23 -254. The traditionalcurriculum, based on subject matter, does not meet these needs. Physicalfitness development includes knowledge to enhance cardiovascular endurance,flexibility, strength, and the body composition, with activities such asrunning, speed walking rope jumping, and weight training for aerobicactivities. Students participated in this class two times aweek for 45-minute sessions. Chen, A., & Ennis, C. JOPER,(October), 22-23, 65. M. n.j., 199-21 . Curriculum Evaluation The evaluation of a middle school curriculum is discussed by Ennis(1987). This author provided the firstattempt at examining purpose concepts in these five decision-making domains(p. In fact it has been stated that current programs are nothing morethan watered down secondary programs, developed around a traditionalathletic model, and that these programs are fragmented and referred to as"chance programs" (p. The very notion of a hidden curriculum, includes the aspect ofit being hidden from the teacher as well. (1995). Emphasis was on how to run a class and understand student characteristics,rather than anatomy, physiology, and kinesiology (Lee & Nii, p. (1992). These authors further suggestion the use of colorful visualmaterials and popular music that might interest this group. 24 -5 ). The physical educator therefore mustexamine their role regarding the social curriculum that they are passing totheir students. The authors statedthat for each school, the curriculum attempts to develop the studentphysically, intellectually, and morally. D. The purpose dimensionoffers a comprehensive approach to evaluation and development of curriculum(Ennis, pp. Teachers and students can give examples of content without having trainingwith the Purpose Process Curriculum Framework. Education is linear and logical, ignoring the examinationof assumptions, including those involved in physical education. Journal of Teaching in PhysicalEducation, 6(Chapter 8), 287-3 . The current study included 12 sixth-eighth grade classes infive elementary schools. (1993). (1982). Ideas for activities areoffered and described (marking, loose caboose, flag grab, fugitive tag,etc.) (pp. Lee, F., & Nii, C. Pedagogic Content A further complication found when regarding curriculum for the middleschooler, is the issue of teachers transforming their content knowledgeinto their own personally constructed pedagogical content knowledge whichis then delivered in the classrooms. W., van der Mars, H., & Cusimano, B. 287). An example of a case-study situation is provided. A search of the literature revealed a focus onactivity selection and organization, and literature on middle schoolstended to focus on structure rather than curriculum reforms. Physical education is standardized and impersonal, with theassumption that all children are the same in their nature. Teaching & Teacher Education, 11(4), 389-4 1. In this type of approach, the teacher is a discussion facilitatoronly, ensuring the psychological safety of all class participants.Arranging seating in a circle or U-shape, allowing for each to see theother, or view any chalkboards, projectors, or flip charts, helps with thediscussion. Xue Jun Middle School, Hangchow, has 14, students. Questions to facilitate itsdisclosure include issues of scientism, competition, elitism, anddomination in physical education, how these concepts are taught, and theeffects of these references on the lives of the students. Through the teaching of the hidden curriculum, students learn powerstructures, and social roles, relations, and morals. Rikard and Woods (1993) further discuss the school curriculum andteaching for the unique group found in middle school physical education.It is pointed out that these students have particular psychomotor needs andinterests since they are experiencing body changes at this time. Curriculum and pedagogy inmiddle school physical education. Sincethe year 2 1 will bring an American school population that includes 38%minorities, teacher training must include methods to deal with this degreeof student diversity. PHYSICAL EDUCATION IN THE MIDDLE SCHOOL Review of The Literature Introduction This review of the literature regarding physical education in themiddle school will include the following relevant topics: pre adolescentdiversity, curriculum evaluation, pedagogic content, the case studyexample, and the hidden curriculum. This case exampleallowed for the preservice physical education teacher to resolve a dilemmaregarding diversity that they will be facing on a daily basis. These children may be the same agechronologically, however, they are all at their own unique stage ofdevelopment, exploring new behaviors and identities, and experiencingphysiological changes. Darst, P. Less activity with more skilldevelopment, is the opposite of the typical smorgasbord that has beenoffered. An alternative direction for middle schoolphysical education. If the educator is not careful, they will contribute tomany social injustices and inequalities that are hidden in thesociocultural curriculum. To begin with it is advised thatall students attend a 3-5 minute warm-up session to increase heart ratesand warm up the body, followed by a fitness routine for 1 -15 minutes, 3days per week or more, for enhancement of cardiovascular endurance, musclestrength, flexibility, and physical fitness and body composition. Properties of purpose concepts in anoperational middle-school curriculum. Thus they are a diverse population and must betreated as such (Benson, 1982, p. Placek, J. The students also participatedin mid-morning marching and running, daily. In addition, a stronger counseling aspect is recommended. The authors describe a curriculum with in-depth skill instruction,physical fitness development, and participation in risk-taking experiences,with student and effective teacher involvement. Darst, van der Mars, and Cusimano (1998) agree that the middle schoolphysical education curriculum must be unique to challenge the student andmotivate them. One goal that is common for physical education programs is to assistthe student, to the point of having the skills, knowledge, and desire toparticipate in sports and games for the rest of their lives. They seekrisk-taking activities that test motor skills and help build confidence.They are testing new physical and emotional abilities (P. Schools arepresumed to be neutral and apolitical, however it is argued that educationis coercive and eliminative, supporting a consciousness that enables socialcontrol to continue. (1987). 75). Chen and Ennis (1995) studied thisconcept with an interpretive research method that was combined withcognitive knowledge elicitation and mapping approaches. The concept of an initial group warmup, use of music, and a focus onthe student as a whole individual, is further exemplified in middle schoolsin China. Pre Adolescent Diversity The middle school, developed around 3 years ago, was designed forthe young adolescent, who was not ready for the impersonal climate found inthe high school environment. Steel horizontal bars andparallel bars were also available. Thus physical education with its hidden curriculumteaches students to conform and support power structures and socialinequalities. Each student would be viewed as an individual,and the activities selected for them would be by personal prescriptioninstead of the usual tradition (Benson, p. Technology is utilized, howeverthe student's physical condition and marks are considered as well, with anemphasis on the mind and body both being developed. For this program to besuccessful, the student must have an opportunity to learn and practice, andto receive feedback and demonstrate their skills publicly. Activities of special interest, including risk-taking, requireless instruction, and are particularly suited for the middle schoolstudent. Education is also described as restrictive, to prepare one to fulfilla technical requirement only, with limited definitions of literacy.Physical education is restrictive when it rewards physical ability andignores the intellectual, and when it is taught routinely without room forthe individual. Open-ended questions and role-playinghelp with finding answers to a problem. 33 -339). The facilitator starts with easy questions and waits forvolunteers to provide discussion. 235-24 ). This philosophyis found in the elementary school physical education system, and is nowbeing considered for the middle school. D. Fernandez-Balboa. 233-234). It isrecommended that this change in focus must begin immediately (pp. H. E. However, theauthor concludes that some middle school literature has made the point thatthis environment must be student-centered rather than subject-centered andit must meet the needs of a rapidly changing student. The students are placed in this environment and it is hoped that bychance, some learning will occur. The middle school represents an age group, called pre or earlyadolescents, that are experiencing many changes in their physical,emotional, intellectual, and social development, more so than at any othertime in their schooling. The nature of this situation comes withdifficulties that are yet to be resolved. It was concluded that the results showed that a physical educationcurriculum can be studied in this valid manner and these domains provide aneffective conceptual framework. Physical education in the People'sRepublic of China. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.