1 Heidorn, B. & Welch, M. (May/June, 2010).

Teaching affective qualities in

2 physical education. Strategies: A Journal for Physical and Sport Educators, 23(5), pp.
3 16-21.
4 Teaching Affective Qualities in Physical Education

5 By Brent Heidorn and Mindy M. Welch

6 Teaching physical education is exciting! It is important that we teach more than just

7 knowledge, skills, and strategies. According to Rink (2006), “Affective objectives describe

8 student feelings, attitudes, values, and social behaviors…Unless teachers address affective goals

9 in their programs, students may be skilled and may even be knowledgeable but may choose not

10 to participate" (pp. 6-7). In addition, teaching to the affective domain directly aligns with two of

11 the National Standards for Physical Education (NASPE, 2004, p. 11).

12  Standard 5: Exhibits responsible personal and social behavior that respects self and

13 others in physical activity settings.

14  Standard 6: Values physical activity for health, enjoyment, challenge, self-expression,

15 and/or social interaction.

16 The purpose of this article is to promote teaching to the affective domain and provide

17 physical educators with strategies for implementation. Physical educators at all levels have

18 observed learners in a school-based physical education setting as well as physical activity or

19 sport settings outside of organized school curricula demonstrating behaviors deemed

20 inappropriate or inconsistent with professional standards (NASPE, 2004; Graham, Holt/Hale, &

21 Parker, 2007). The following scenarios might be familiar in physical education: 1) the teacher

22 ignores high school students taunting each other during game-like situations; 2) students grouped

23 according to gender often leads to students making demeaning comments about other individuals

24 or groups; 3) students do not "play fair" or "pass the ball" to certain members in their group or on

25 their team, showing favoritism to some, or dislike of others; or 4) less skilled or physically unfit
26 students are alienated by their peers during skill work, cooperative activities, or modified game

27 play. Because sport is such a public, social, and international phenomenon, students have many

28 opportunities to observe amateur, recreational, and professional athletes competing in countless

29 sports in their neighborhoods, at their schools, and across the globe. Unfortunately, sport

30 participants do not always demonstrate social behaviors that are consistent with desired physical

31 education learning outcomes. One of the outcomes at risk is that students may be learning 'bad

32 habits' or anti-social behaviors from the so-called role models they observe. As physical

33 educators we have a responsibility to intentionally incorporate appropriate affective qualities and

34 behaviors as part of our teaching objectives and learning outcomes. What follows are three

35 explicit strategies for integrating the affective domain in the physical education curriculum.

36 First, physical education teachers should purposefully accept the fact that they are the role

37 models for developing individual and group characteristics highlighted in NASPE Standards 5

38 and 6 (NASPE, 2004). Leading by example and demonstrating appropriate behavior in the

39 context of developing motor skills is a powerful ‘teaching tool.’ In fact, role modeling can

40 become an asset a teacher brings to the classroom every day! In order for the students to develop

41 positive character traits such as responsibility and respect for self and others, the teacher must

42 model the desired outcome in the same way he/she demonstrates the critical elements of

43 performing a motor skill. In addition, the pedagogical skill of demonstrating examples and non-

44 examples applies to the affective domain. For example, at no time should physical educators

45 display favoritism, or communicate sarcastically in ways that portray negative attitudes or

46 inappropriate actions. Teachers should structure activities to maximize the participation of all

47 students (NASPE, 2000). Singling out or marginalizing individual students at the low end of the

48 motor skill continuum can result in embarrassment or humiliation. Likewise, valuing physical
49 activity for health benefits should not be reserved for high- or low-skilled learners. The notion

50 that we teach to groups, but students learn as individuals suggests that a teacher must not

51 presume that students with competent or proficient skills automatically bring an engaged

52 disposition to an activity. High-skilled students must not succumb to the role of "competent

53 bystander" (Placek, 1983) or in any way warrant exemption from health-enhancing benefits in

54 our classrooms. In addition, the physical educator must be deliberate when designing learning

55 experiences that present meaningful and relevant challenges for all learners. The affect of

56 learning sport-related skills that will sustain a physically active lifestyle combines a dynamic

57 balance of challenge, skill, and enjoyment (Jackson & Eklund, 2004; Kretchmar, 2005).

58 Teachers have a professional responsibility to model enthusiasm for teaching and learning as a

59 classroom expectation by being on time, prepared for instruction, and excited about the lesson.

60 Second, physical education teachers should intentionally devote time in the curriculum to

61 teaching affective goals such as teamwork, cooperation, and respect for self and others. These

62 characteristics have a place in the planned curriculum, just like skills and strategies. Affective

63 goals are important and will not 'just happen' in the dynamics of teaching a lesson. For example,

64 while learning basic motor skills in educational gymnastics, students can learn to value safety of

65 self, classmates, and proper use of equipment when learning or practicing new skills or in

66 performing routines. Likewise, students can practice teamwork during modified game play while

67 continuing to be highly motivated to meet individual and/or group goals. Teachers cannot

68 assume that students know what it means to be a good teammate, or what it means to be

69 "successful" in a group effort. In his legendary Pyramid of Success, John Wooden (1948)

70 theorizes a building block approach to contributing to the success of the individual and the team.

71 In a similar way, the teacher can develop a checklist including characteristics of good teamwork
72 such as encouragement, enthusiasm, self-control, cooperation, confidence, using praise and

73 compliments, or unselfish play. More than the goal scored or shot made, students can learn to

74 intrinsically value the amount of practice or hard work required to achieve affective outcomes.

75 (Insert Figure 1 here)

76 Third, teachers should hold students accountable for tasks related to the affective domain.

77 When students are held accountable for behavior that reflects responsibility and respect, the

78 teacher sends a powerful message of what he/she values, or what really matters in a learning

79 environment. For example, whether on a bulletin board or through a homework assignment,

80 students need to know that their affective behavior is taken into account. The teacher must make

81 behavior expectations as part of the whole learning experience explicit, and mirror these in their

82 assessments. Designing rubrics to this effect can serve multiple purposes as a reward system,

83 reinforcement of teacher expectations, and also a mechanism for establishing grades. Rewarding

84 students in this way will contribute to learning affective qualities. Further, students will also be

85 able to see the progress they have made over time (See Figure 1).

86 There are several other strategies to incorporate teaching to the affective domain in

87 physical education. The National Standards for Physical Education advocate teaching students

88 to develop personal and social responsibility (NASPE Standard 5), and to continue developing

89 these characteristics so they eventually transfer to activities beyond physical education in the

90 school setting. Don Hellison's Developmental Levels in the Teaching Personal and Social

91 Responsibility (TPSR) curriculum and instructional model (Hellison, 2003) is one commonly

92 cited strategy for teaching students to develop responsible behaviors. Hellison's model

93 progresses through six different stages, which are identified and described below.

94 Level 0: Irresponsibility. In this level, students are often unmotivated, undisciplined, and do not
 95 demonstrate personal responsibility for their actions. They may be inconsiderate or mean to

96 other students, consistently interrupt when others are talking, or become engaged in off-task

97 behaviors. The teacher must continually monitor and closely supervise these individuals.

98 Level I: Self-control. In this level, students are not usually discipline problems, but are also not

99 fully engaged in the lesson. The term "competent bystander" may be closely associated with

100 students demonstrating the level of self-control.

101 Level II: Involvement. Students meeting the characteristics of this level typically demonstrate

102 enthusiasm and high participation in lessons. They want to be successful and try and learn new

103 things.

104 Level III: Self-responsibility. Students demonstrating self-responsibility do not need the direct

105 supervision of others. They become independent learners when pursuing new activities, and may

106 even be able to identify the areas in which they need to improve.

107 Level IV: Caring. Some students may initially demonstrate "caring" behaviors, and consistently

108 want to help and support their classmates. As other students in the physical education program

109 continue to develop responsible behaviors, it is ideal that they too become concerned with the

110 needs and interests of their peers. When a majority of the class becomes concerned about the

111 needs, interests, and feelings of others, the environment can be extremely positive and rewarding

112 for the students and the teacher.

113 Level V: Outside the gym. Teachers should continually promote positive behavior and

114 responsibility not only in the physical education program, but also to activities in which students

115 are engaged outside of the class and school. Students can learn to develop self-control, become

116 involved, increase their self-responsibility, and care about others in physical activity settings

117 outside of the gym. This may include behavior during recess, special events, and other school
118 activities, as well as when participating at home and in their community.

119 In addition to the work outlined by Hellison (2003), teachers may also emphasize other

120 approaches to developing personal and social responsibility appropriate for the classroom setting

121 which may include: 1) conflict resolution and cooperative learning; 2) positive reinforcement in

122 physical education; 3) moral development in physical education; and 4) a classroom being a

123 public setting. Each of these approaches is described below.

124 Conflict resolution and cooperative learning in physical education: Students can learn to

125 handle situations that arise in activity settings appropriately, and negotiate ways in which they

126 can cooperate and get along with others. Some physical education programs focus primarily on

127 cooperative learning games and activities, with the notion that misbehavior and poor conduct

128 often takes place during competitive learning environments (Rink, 2006). Many of these

129 programs not only promote physical activity, but they also teach sport-specific skills, while

130 emphasizing cooperation, communication, personal responsibility, respect for others, positive

131 competition, critical thinking, and problem solving (Hughes, 2005).

132 Positive reinforcement in physical education: In addition to motivating students and providing

133 positive feedback, many physical educators teach and promote affective behaviors through the

134 use of extrinsic rewards. Using the cognitive evaluation theory and other research, Bonnie

135 Tjeerdsma Blankenship (2008) provides guidelines for teachers giving extrinsic rewards (See

136 Figure 2).

137 Moral development in physical education: Most teachers and many students are familiar with

138 the term "sportsmanship," but often do not demonstrate "good sport" behaviors. One strategy

139 teachers can use is to clearly identify what it means to be a good sport, and what behaviors lead

140 one to become a good sport in physical education. The positive characteristics should be
141 explained to students at the beginning of the school year, and periodically throughout the year. It

142 is also recommended that the definition of a "good sport" should be written down and placed in a

143 location in the teaching facility where students can clearly see it, and refer to it during class time

144 (Blankenship, 2008).

145 Publicness in classroom settings: Walter Doyle (1986) identified six important 'ecological'

146 elements that comprise the nature of the classroom environment when teachers and students

147 arrive at the classroom door (multidimensionality, simultaneity, immediacy, unpredictability,

148 publicness, and history). Considering that each classroom is a behavioral setting, publicness

149 refers to the notion that, "classrooms are public places" (p. 395). That is, "Teachers act in

150 fishbowls; each child normally can see how others are treated" (Lortie, 1975, p. 70). A large

151 percentage of the participants in the classroom readily witness the interaction of management

152 and instructional events. How the teacher responds or does not respond, sends an explicit or

153 implicit public message. Although Doyle was referring to organization for learning in traditional

154 classroom settings, the concept of publicness applies easily to the affective domain and student

155 behavior in physical education. If students are taught to recognize how their actions can

156 significantly affect other students in their class and are held accountable, they might be more or

157 less inclined to react in a certain way in a specific circumstance. Physical education teachers can

158 positively impact students by directing their attention to actions which are seen by others, with

159 the goal of reinforcing positive behaviors and decreasing inappropriate behaviors.

160 Implementation and Accountability: Practical Suggestions for Teachers

161 Teachers need to take advantage of “teachable moments,” recognizing good behaviors or

162 interactions that are positive. Too often, we focus our attention on negative situations, and ignore

163 acts of kindness, fairness, and generosity. The teacher must make it part of his or her
164 instructional plan to: a) demonstrate and model explicit expectations, and b) recognize, reinforce,

165 and reward these positive behaviors. In this way, teachers not only promote but also create a

166 classroom culture of a caring community. Giving special attention and rewarding students for

167 positive behavior may encourage other students to do the same. Specific suggestions that allow

168 for reinforcing desirable attributes of the affective domain during instruction include: 1) having

169 students help another student who has fallen; 2) recognizing the student that made the pass, in

170 addition to the student that scored the goal or basket; 3) encouraging students to work with a

171 variety of classmates, not just their friends or familiar groups; 4) emphasizing participation and

172 enjoyment over winning and losing; and 5) using public postings of students’ names who have

173 demonstrated exceptional character qualities. We have included a sample rubric (Figure 3)

174 designed for students to self-monitor daily efforts and attention to characteristics attributed to the

175 affective domain as a means to cultivate personal responsibility. The rubric can be used as a self,

176 peer, or teacher assessment, and can be modified to any skill or activity.

177 (Insert Figure 3 here)

178 PECentral (www.PECentral.com) provides helpful suggestions and ideas for incorporating

179 strategies for teaching to the affective domain. Below are three examples that are especially

180 effective and can be accessed using the Updated Lesson Ideas link.

181 1. Incredible Encouragers: The purpose is to teach students how to encourage their

182 classmates in a positive way through verbal and non-verbal communication. Teach

183 students to compliment one another beyond just saying “good job.”

184 2. Class “Goals”: The purpose is to give an incentive for students to do their best

185 during class. Teachers decide what the class goals are for a particular lesson or unit (i.e.,

186 participating, listening, following directions), and student behavior is rewarded.

187 3. R-E-S-P-E-C-T: The purpose is to have students participate in a

188 running/concentration game on teams and learn the expectations of physical education

189 class. This is a great first day of the year physical education lesson. Each letter in the

190 word “respect” represents a different teacher expectation including rules, enthusiasm,

191 safety, purpose, effort, challenge, and team.

192 It is important that physical educators specifically plan for and teach to the affective

193 domain. Students arrive in our classrooms each day with individual and collective histories that

194 amount to a complex social dynamic (Doyle, 1986). Attitudes and behaviors that a teacher

195 believes will contribute to a positive and productive environment conducive for optimal learning

196 may not come naturally to all students. The good news is that the dynamic and multidimensional

197 nature of a physical education setting provides ongoing opportunities for developing personal

198 characteristics and redeemable affective qualities that can effectively enhance sport participation

199 during or outside of school. Achieving such a significant goal through physical education would

200 be one more substantive contribution to the quality of life we all want to enjoy.

201
202 References

203 Blankenship, B.T. (2008). The psychology of teaching physical education. Scottsdale, AZ:

204 Holcomb Hathaway, Publishers, Inc.

205 Doyle, W. (1986). Classroom organization and management. In M.C. Wittrock (Ed.), Handook

206 of research on teaching (3rd ed. pp.392-431). New York: Macmillan.

207 Graham, G., Holt/Hale, S., Parker, M., Children moving: A reflective approach to teaching

208 physical education (7th ed.). New York: McGraw Hill.

209 Hellison, D. (2003). Teaching responsibility through physical activity. Champaign, IL: Human

210 Kinetics.

211 Hughes, J. (2005). PE2theMax: Maximize skills, participation, teamwork and fun. Champaign,

212 IL: Human Kinetics.

213 Jackson, S.A., & Ekland, R.C. (2004). The flow scales manual, Morgantown, WV: Fitness

214 Information Technology.

215 Kretchmar, R.S. (2005). Practical philosophy of sport and physical activity. Champaign: Human

216 Kinetics.

217 Lortie, D. (1975). Schoolteacher. Chicago: Univesity of Chicago Press.

218 Luxbacher, J. (2005). Soccer steps to success (3rd ed.). Champaign, IL: Human Kinetics.

219 National Association for Sport and Physical Education (2004). Moving into the future:

220 National standards for physical education. (2nd ed.). Reston, VA: Author.

221 National Association for Sport and Physical Education. (2000). Opportunity to learn standards

222 for elementary physical education. Reston, VA: Author.

223 PE Central (n.d.). PE Central, The Premier Web site for Health and Physical Education.

224 Retrieved, April 18, 2008, from http://www.pecentral.com/.

225 Rink, J. E. (2006). Teaching physical education for learning (5th ed.). Boston: McGraw-Hill.

226 Placek, J. (1983). Conceptions of success in teaching: Busy, happy and good? In T. Templin & J.

227 Olson (Eds.), Teaching in physical education (pp. 46-56). Champaign, IL: Human

228 Kinetics.

229 The John R. Wooden Course (n.d.). Timeless wisdom for creating personal and team success.

230 Retrieved, October 17, 2008 from http://www.woodencourse.com/woodens_wisdom.html

231

232 Brent Heidorn is an assistant professor in Health, Physical Education and Sport Sciencestudies
233 at the University of West Georgia. , while Mindy M. Welch is an assistant professor in the
234 Physical Education and Health Education program College of Education at Butler University.
235
236 Figure 1. Self, Peer, or Teacher Assessment by Content

Instructional Goal Content Activity/Strategy How to Assess?

Teamwork Soccer Modified Game Play Peer Checklist:

“Good Teammate”
Characteristics

Respect Striking Equipment Self-Assessment:

Reflection
Write two examples
of positive actions;
one suggestion for
improvement

Responsibility Gymnastics Safety Teacher Rubric:

Student adherence to
established protocols

Self-Assessment
Challenge/Enjoyment Basketball Give-and-Go
Success Checklist:
Small Sided Teams
Areas of Improvement
237

238
239 Figure 2. Guidelines for Giving Extrinsic Rewards

Example: Soccer at the Elementary Level

Guidelines for Giving Extrinsic Rewards
(concepts taken from Luxbacher, 2005, pp.
135-148)

Clearly define the target behavior in The teacher can specifically recognize a pass
observable, measurable terms from one student to another. The teacher can
teach students to dribble less and pass more,
focusing on cooperation, teamwork, and
unselfish play.

Establish clear criteria for earning the The teacher might implement a rule that all
reward teams must have five consecutive passes before
any shot can be taken. The statistician (in a
Sport Ed model), can keep track of passes,
assists, etc.
Criteria for earning rewards should be The teacher can focus on skill development and
individually based or based on self- the team concept. Documentation of student
improvement, when possible improvement over time can be
recorded throughout a unit or tournament.

Minimize giving rewards based on the The self-selected task of passing to an

performance of others open teammate is not contingent upon the more
advanced players in the class. Students with
novice skills can still be successful and "earn
rewards", even though they may not score the
goal.
Make sure rewards are contingently earned The reward depends upon demonstrating not
only passing skills, but also
incorporating teammates in the overall affective
objective(s).

The students establish the passing quota (e.g.,

the number of passes, etc.). Teachers can have
Let the reward system be optional for
students identify the team goal for the total
students; obtain input from students
number of team passes in the modified game, in
a predetermined amount of time, etc.
Verbal praise for student accomplishments Verbal praise should not only come from the
should accompany extrinsic rewards teacher, but also from the students. This
concept can be emphasized during the lesson
closure. The teacher can allow students to
make special notes or recognition of how they
accomplished their goals, completed a
 successful number of passes, etc.
Use fading * When the teacher is satisfied with
students "passing to others", he/she might no
longer "reward points" for passing, and only
focus on verbal praise during the closure of the
lesson. The teacher can also incorporate
other affective characteristics and concepts
(e.g., helping another student to his/her feet).

240
241 * Fading is the process of gradually changing the reinforcer that controls a behavior so the behavior eventually
242 occurs in response to a new reinforcer (Martin & Pear, 2003).
243 Note: the column on the left is taken directly from The Psychology of Teaching Physical Education (Blankenship,
244 2008, p. 42). The column on the right was created by the current authors and contains examples in which
245 the column on the left can be used.
246

247
248 Figure 3. Self, Peer, or Teacher Assessment: Effort (Daily or Weekly)

Criteria Proficient Competent Basic Emergent No Score

4 3 2 1 Progress (Hypothetic
Gold Medal Silver Medal Bronze Contender 0 al)
Medal Ineligibl
e

Personal Consistently puts Consistent Solid but Some effort Minimal 2

Goals forth best effort effort toward inconsiste toward effort
toward achieving perso nt effort achieving perso towards
achieving personal nal goal(s) toward nal achievin
goal(s) achieving goals; inconsist g
ent and could personal
personal try harder goal(s)
goal(s)

Skill I actively engage in I actively I actively I gave I did not 3

Developm practice to learn new engage in engage in inconsistent give
ent skills with consistent practice to maintaini effort to engage consiste
effort improve my ng my in the activity nt effort
existing skills existing to maintain or to
with consistent skills improve my engage
effort with skills in the
consistent activity
effort

Teamwork I praise the success I praise the I I sometimes I tend to 4

of my teammates and success of my participat criticize my put my
opponents, teammates or e teammates or needs
participate opponents, unselfishl opponents; I ahead of
unselfishly, and main participate y and am sometimes the
tain my self-control unselfishly, and maintain selfish during group
at all times maintain my my self- play
self-control control
most of the most of
time the time
249

250 Note: the authors advocate that learners achieve the Gold (Proficient) or Silver (Competent) levels. Numbers
251 associated with each level are optional as a means for grading.

252