Bulger, S. & Housner, L.D. (2009). Relocating from “Easy Street”: A plan for reform in physical education. Quest, 61, 442-469.
Kathleen Wack and Annie Machamer
Instant Activity / Learning Activator / Hook
You have three minutes to build your dream house using the materials that you are given.
Purpose of paper• Type: Literature Review
• Purpose: “To consider what it will take to move where physical education is better positioned to make a difference in the lives of children and their families”. (pg. 444)
Background• Development of PE over
30 years– NASPE Standards– Large Scale
Programmatic and Professional development
– Pedagogical Strategies• Sport Ed, TGFU, H-R PE,
Adventure/Outdoor PE, etc.
• “Easy Street” Physical Education Characteristics:– Introducing
• Short experiences of many activities
• Hoping student will find niche
– Informing• Brief explanations of why physical
activity/health are important• But no actual practice and self
experience
– Entertaining• Busy, happy, good
Significance
• Proposal: “The problem is a complex one and as such requires a multidimensional approach making substantive and meaningful change in school physical education”. (pg. 442)
• Adds to the successful development of physical education– Providing a breakdown
of moving from busy, happy, good pe to meaningful pe.
– What steps should be followed/considered
Methods/Analysis• Offer a number of possible solutions that
could make change– Location– Curb appeal– Resale value– Up-to-date features– Square footage– Price range
Location
• Adhere to new standards for beginning and advanced teacher preparation emphasizing community involvement
• Provide leadership in county and school wellness policy committees
Curb Appeal
• Increase expectations for preservice physical educators to develop Sport, Physical Activity, and Fitness Education Specialists (SPAFES)
• Establish greater commitment from PETE faculty regarding the scholarship of engagement in communities and schools
Resale Value
• Collaborate with other professionals to extend team and individual sport opportunities for all community members
• Reconceptualize the PE curriculum to incorporate “cool” alternatives that are more personally meaningful to students
Up-to-date Features
• Develop standards-based curricula
• Conduct regular audits of school PE programs
• Provide regular and systematic PD for teachers
• Encourage greater involvement in professional organizations and events
Square Footage• Embrace CSPAP
• Focus limited resources on early childhood movement education experiences
• Explore the use of web-based PA promotion and associated technologies
• Implement more selective admissions processes in PETE programs
• Free curricular space in PETE by using competency-based assessment and integrated disciplinary studies
Price Range
• Minimize costs through collaboration, use of existent organizational, structures and public policy
Conclusions
• “Why would below average and average teachers want to work harder to make this move a reality?” (pg.463)
• “Why would principals want to hold pe accountable for a challenging learning environment?” (pg. 463)
Conclusions
• State legislation enforcing policy• Asked to move from “Easy Street” or risk
foreclosure. • What if this doesn’t work?– Outreach– Community involvement– CSPAP
Call to Action
– Professional development is possible even with limited resources• Use community, other teachers, PETE faculty
– Professional development• challenging and developing their content• If not participating, they are not fit to teach up to
date/meaningful pe
What We Learned
*Professional development holds a great importance
*Use all your resources and support (CSPAP)