Professional Documents
Culture Documents
Miles
Personal Philosophy
learn skills that will transfer to every part of their lives. Having a learning
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,
other class. The skills of each students are clearly shown to everyone in the class
students are constantly working with others of different abilities to meet a goal.
excellent laboratory for understanding setting and achieving goals and developing
leadership and cooperation skills (p. 6). Practice of these skills in Physical
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).
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
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
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
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
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
Bourdeaudhuij I., D., Philippaerts, R., Crombez, G., Matton, L., Wijndaele, K.,
Balduck, A., &Lefevre, J., (2005), Stages of change for physical activity in a
Issue 3, 357–366.
Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children Moving A Reflective
Siedentop, D., Hastie, P., A., & Mars, H., V., D. (2011), Complete Guide to Sport
Education.