1. PE 280 APPROPRIATE AND INAPPROPRIATE PHYSICAL EDUCATION PRACTICES

2. CURRICULUM PE Curriculum has an obvious scope and sequence
It is based on goals and objectives that are appropriate for all children such as
Games
Educational Gymnastics
Skill themes
Rhythms & Dance
PE Curriculum lacks developed goals and objectives
It is based on teacher’s interests, preferences, and back ground rather than children such as large group games

3. MOVEMENT CONCEPTS & MOTOR SKILLS
Children are provided with frequent and meaningful age-appropriate practice
It develops a functional understanding of movement concepts (Body awareness, space awareness, effort, and relationship
Children participate in a limited number of games and activities
Opportunity for individual children to develop basic concepts and motor skills is restricted

4. MOVEMENT CONCEPTS & MOTOR SKILLS (Cont.)
PE builds competence and confidence for children to perform wide variety of motor skills

5. COGNITIVE DEVELOPMENT
PE teachers provide experiences that encourage children to question many concepts
Art
Music
Mathematics
Children gain a wide multicultural view of the world
Children do not receive opportunities to integrate their physical education with other classroom experiences

6. AFFECTIVE DEVELOPMENT
PE teachers design and teach activities to improve children’ social and cooperative skills
PE teachers help children to experience satisfaction and joy from physical activity
PE teachers ignore opportunities to help children understand the emotions they feel as a result of participation in physical activity

7. FITNESS
Children participate in activities that are designed to help them understand and value of physical fitness and a healthy lifestyle
Children are required to participate in fitness activities
But children are not helped to understand the reasons why

8. PHYSICAL FITNESS TESTS
Ongoing fitness assessment is used for helping children to understand, improve and, maintain physical health and well being
Results are shared privately with children and their parents to develop fitness knowledge
Physical fitness tests are given once or twice a year
Because they are required by a school districts and or state department
Children are required to complete tests without understanding

9. CALISTHENICS
Appropriate exercises are taught for the specific purpose of improving the skill, coordination, and fitness
Children perform calisthenics with no specific purpose such jumping jacks

10. FITNESS AS A PUNISHMENT
Fitness activities are used to help children increase personal physical fitness levels
This is provided in a supportive, motivating and progressive environment to promote lifetime fitness attitudes
Fitness is used by teachers as a punishment for children’s misbehavior
Such as running laps, push ups

11. ASSESSMENT
Teacher decisions are based on ongoing individual assessments not a single test score
Children are evaluated on the basis of fitness test scores or a single physical skill test

12. INVOLVEMENT Children participate in their regularly scheduled PE class
Because it is recognized as an important part of their overall education
Children are removed from PE classes to participate in classroom activities
Or as a punishment for not completing assignments or for misbehavior in the classroom

13. ACTIVE PARTICIPATION
Al children are involved in activities continuously
Classes are designed to meet a child’s need for active participation in all learning experiences
Activity time is limited because children are waiting in lines
Children are organized into large groups
Children are eliminated with no chance to re-enter activities

14. DANCE & RHYTHMS
The PE curriculum includes a variety of rhythmical, expressive and dance experiences
The PE curriculum includes NO rhythmical, expressive, or cultural dance experiences for children

15. GYMNASTICS
Children are required to sequentially develop skills appropriate to their ability in non-competitive environments
Such as balancing, rolling, jumping, landing, and weight transfer
All students are required perform same routines on and off apparatus
This is regardless of their skill level, confidence, and body composition

16. GAMES
Games are selected, designed sequenced, and modified by teachers or children
To maximize the learning and enjoyment of children
Games are taught with no obvious purpose or goal rather than to keep children “busy, happy, and good”

17. RULES GOVERNING GAME PLAY
Teachers or children modify official rules, equipment of adult sports
To match the varying abilities of children
Official adult rules of team sports govern the activities
This results in low rates of success and lack of enjoyment

18. FORMING TEAMS
Teams are formed in ways that preserve the dignity and self-respect of every child
Children form teams cooperatively or randomly
Teams are formed by captains
Teams are formed by pitting “boys again the girls”

19. GENDER DIRECTED ACTIVITIES
Both boys and girls are equally encouraged, supported ,and socialized toward successful achievement in all activities
Girls are encouraged to participate in activities that stress traditionally feminine roles
Boys are more often provided with leadership roles in PE classes

20. NUMBER OF CHILDREN ON TEAM
Children participate in team games with formation of two or three per team to increase numerous practice opportunity
Children participate in full-sided games

21. COMPETITION
Activities emphasize self improvement, participation, and cooperation instead of winning and loosing
Children are required to participate in activities that label children as “winners” and “losers”

22. CLASS SIZE
PE classes contain the same number of children as the classrooms
Such as 25 children per class
Two or more classrooms are combined
Such as 100 children in a gym

23. SUCCESS RATE
Children are given the opportunity to practice skills at high rates of success adjusted for their individual skill levels
All children are expected to perform to the same standards
With no allowance for individual abilities and interests

24. DAYS PER WEEK/LENGTH OF CLASS TIME
Children are given the opportunity to participate daily PE activities throughout the year
Length of the class is appropriate for the developmental level of the children
Children do not receive daily, instructional PE

25. FACILITIES Children have adequate space to move freely and safely
PE classes are regularly held in school hallway or in classroom

26. EQUIPMENT Enough equipment is available
Each child benefits from maximum participation
Equipment is matched to the size, skill level, and confidence of the children
An insufficient amount of equipment is available
Adult size equipment is used

27. PE & RECESS
PE classes are planned and organized to provide children with opportunities
To acquire the physical, emotional, and social benefits of PE
Free play or Recess is used as a substitute for daily, organized PE lessons

28. FIELD DAYS
Field days is designed so that every child is a full participant and derives a feeling of satisfaction from physical activity
There is intense team, group, or individual competition with winners and losers clearly identified