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Christopher T.

Miles

Personal Philosophy

Physical education provides an optimum environment where students can

learn skills that will transfer to every part of their lives. Having a learning

environment like this in society adds to the quality of life in a community.

Students, as they age, will see what they have learn impact their lives. They will

practice their bodies abilities in relation to others, in activities for pursuing health,

and ultimately becoming a physical cultural connoisseur.

Physical Education is a class where students have to relate to others like no

other class. The skills of each students are clearly shown to everyone in the class

and typically students work in partners constantly in Physical Education, so

students are constantly working with others of different abilities to meet a goal.

According to Graham, Holt/Hale, and Parker (2013), Physical Education is an

excellent laboratory for understanding setting and achieving goals and developing

leadership and cooperation skills (p. 6). Practice of these skills in Physical

Education translates to many situations in and outside of school where students

interact with others to meet goals of being successful in society.

Physical Education provides an environment where all students can be

involved in activities that promotes a healthy lifestyle. Where in other activity

environments the most skilled typically get the most practice. Yet, through
educational models, like the Sports Ed. Model, students of all abilities can equally

grow and gain knowledge about an activity (Siendentop, Hastie, & Mars, 2011).

This model provides an environment where students can gain competency to be

active outside of class and ultimate for the rest of their lives. For even if the

students meet their needs of physical activity in class, but don’t learn to do this for

the rest of their lives the point is missed. Just participating in something doesn’t

mean you have learned it.

The Sports Ed. Model is where participating is mixed in with learning

moments. The class is centered around a sport, the students are given roles of

different aspects of the sports, and the classroom become student centered

(Siendentop et al., 2011). For example, the class can be center around basketball

and student work out of roles like coach, fitness trainer, referee and manager while

also participating in the sport. While doing these roles they can grow in valuing

practice because they will make their own practice sets, strategies of the game

because they will have come together to figure out ways to win, and the culture of

the game because as they become involved in setting the environment. According

to a student interviewed by Seindentop, Hastie, and Mars (2011), this model

allowed a student to feel like he/she could learn any sport. With this understanding

students can ultimately set up activity outside of class and meet goals of physical

activity and healthy lifestyles.


An effective Physical Education program will bring an outcome where the

students become physical cultural connoisseurs. This is defined in a physical

educated person who understands that their body needs and is able to be physically

active. Also, they have value for physical activity so much that they add to the

physical culture around them in their participation, organization, and enthusiasm in

the activity. A program that produces students like these creates a community

around a school that takes hold of their own bodies. The communities become

healthier as the benefits of physical activity effects the physical health problems,

mental health problems, and the emotional health problems. According to research

by Bourdeauduiji, et. al. (2005), intervention in school programs like these have

stages of growth that ultimate effects the culture of physical activity. Being a

school that is activity adding to the good of the community is a great quality to a

school.

I truly value to see this in my program. I want students who can find activity

enjoyable like I do. I have seen how it has added to my life in many ways. Like

being able to run the trails while catching the sunset at the end of it or jumping off

a cliff in to a lake to swim with my friends. These experiences could not have

happened if I haven’t had been educated on how to move those ways. I learned

how to properly run a pace and trade water in physical education, and I can’t see

my life without those skills.


References

Bourdeaudhuij I., D., Philippaerts, R., Crombez, G., Matton, L., Wijndaele, K.,

Balduck, A., &Lefevre, J., (2005), Stages of change for physical activity in a

community sample of adolescents, Health Education Research, Volume 20,

Issue 3, 357–366.

Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children Moving A Reflective

Approach to Teaching Physical Education. New York, NY: McGraw-Hill.

Siedentop, D., Hastie, P., A., & Mars, H., V., D. (2011), Complete Guide to Sport

Education.

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