Chapter 2: Concepts of Physical Education

CHAPTER 2 : CONCEPTS OF PHYSICAL
EDUCATION
Typical Physical Education Lesson
Fitness, skill development, knowledge, and social
development.
An opening period of calisthenistics.
Skill drills are organized to meet the motor
development objective.
Contribution to social development.
To evaluate student performance.
A Variety of Activities; Team sports, individual
sports, adventure activities, fitness activities and

dance
Primary Concepts in Contemporary Education
Health insurance.
Academic achievement.
Positive self-concept.
Attain social skills.

The Important Curriculum Model for
Physical Education
• Movement Education
• The Fitness Approach
• The Academic-Discipline Approach
• The Social Development Model
• The Sport Education Model
• The Adventure-Education Approach
• The Eclectic Curriculum
Movement Education
The strongest alternative to education through the
physical in recent times has been movement

education.
Human movement, rather than fitness or sport, is
seen as central meaning defining the profession.

The purposes of movement education are to teach
the student to do the following:

Movement
Body awareness
Knowledge
Educational dance, educational gymnastics, and
educational games.
The units in a movement-education curriculum are
defined by movement.
Concepts:
Emphasize problem solving, guided discovery,
exploration, acceptance, and success.

Situation-centered
Competition is typically kept to a minimum in
this approach.
Children learn to value movement as much for
its aesthetic and personal meaning as for its

outcome in competition.
The Fitness Approach
In the fitness models, the components of physical
fitness (strength, endurance, flexibility, etc.) are

seen as the content of physical education.
Students not only become fit, but also what they
need to maintain a healthy life-style.

Fitness curricula typically utilize a lecture-
laboratory approach, emphasizing the achievement

of fitness goals and knowledge goals equally.
Most fitness curricula are strongly oriented
toward health fitness, emphasizing cardiovascular

performance.
Often, in high school, one entire semester or year is
devoted to fitness, with other parts of the physical

education requirement devoted to sports.
The Academic-Discipline Approach
1960's, an academic-discipline base - sport sociology, sport
psychology, and motor control developed.

The ultimate goal is to teach people how to MAINTAIN A
HEALTHY LIFESTYLE AND A MEANINGFUL LEISURE
LIFE, and how to be a KNOWLEDGEABLE CONSUMER
of fitness and physical education services in a modern society.

The content of physical education, from the academic-
discipline perspective, is knowledge about the various sub

disciplines of physical education.
Physical activity and performance skills are still included
within the program, but the major emphasis is on

knowledge and understanding.
Students read, conduct small experiments, keep journals,
discuss issues, and engage in other activities where

knowledge is more apparent as an outcome than is motor
skill fitness.
There are many numbers of ways to organize an academic
discipline curriculum.
Some programs are organized by sub disciplinaries; for
example, sport psychology, sport aesthetics, and sport

physiology.
Others are organized more traditionally by sport forms.
The focus is more knowledge-oriented and less
performance-oriented than in traditional approaches to

physical education.
Academic discipline curricula in physical education
are often thought using a problem-solving approach.

Teachers arrange educational experiences that
encourage and require problem solving.

Teachers gradually delegate more responsibility to
student's problem-solving abilities to increase.

Teachers remain responsible for outcomes and
therefore act to guide students in appropriate

directions.
The Social Development Model
One of the most important educational influences of the
1969's and 1970's was the humanistic education

movement.
In physical education, this approach is often referred to
as the “humanistic” model for physical education; it has

been most widely used for personal growth and social
development, especially with troubled adolescent
students.
The integrated goals of the many diverse models
that together constituted humanistic education

were;
Treating students as individuals.
Focusing primarily on personal growth and
social development rather than on academic

achievement.
The social-development model is designed:
To help young people cope better with a
complex social world.

To achieve higher degree of control over their
own lives.
To contribute more positively to the small social
worlds of which they are a part.

The medium through which these goals are sought is
physical education-the gymnasium, the weight room,

and the playing field.
The teacher is authentic and caring, and both tolerate
student differences and be secure and firm enough to

deal with them.
The regardless of the teaching method, the teacher's
interactions with students over time must show clarity

the humanistic purposes of the model.
The Sport Education Model
 This model defines the content of physical education
as sport, and describes ways that sport can be thought

to all students within the context of physical
education.
Within this model, sport is defined as playful
competition, thus deriving its main conceptual focus

from what had been described in physical education
as “play education”.
The sport education model has five defining characteristics:
Sport typically is done in sessions; thus, in sport
education, the yearly curriculum is divided into sport

sessions than units.
In a sport, players have affiliation; thus, in sport
education, students become members of a team at the start

of a season and retain that affiliation throughout that sport
season.
Sport involves a formal competition; thus, in sport
education, a season of competition is arranged at the

beginning of a season-round-robin schedules, a
series of dual meets, and so on.
It is in the nature of sport to decide a winner each
season, which is accomplished through some kind

of culminating event; thus, in sport education, a
culminating event decides a championship for that
reason.
Pert of the meaning and interest in sport involves
records, scoring averages, saves, turnovers, and so

on; thus, in sport education, records are kept and
published to enhance interest and to build
traditions within the sport.
The sport education model assumes that good
competition is both fun and educationally useful.

Also developed from the observation that only the
more elite athletes in schools got the opportunity

to compete on sport teams, and that these benefits
should be made more widely available to all
students, regardless of talent.
The sport education model differs from traditional forms of
physical education.
At the start of a season students are selected by or are
assigned to teams.
They practice as a team throughout the season.
They prepare for competition together.
They then begin their competitive season, preparing for
and playing the games or matches, throughout this time,

they strive to improve their performance, both individually
and as a group.
The teacher is much like a coach.
Daily lessons are divided between practice and
competition, with more time to devote to the competition

schedule as the season progresses.
The sport education model also suggests that students
learn the roles of coach, referee, and administrator.

Students organize their teams, make substations, referee
games, keep records, publish future schedules and recent

results, and generally learn to administer their own teams
and the details of that particular sport season.
The Adventure Education Approach
Adventure activities-particularly risk activities in the
natural environment
Public interest in outdoor recreation has increased
Implementation of adventure-education curriculum
within physical education.

Activities such as kayaking, scuba diving and
caving - natural environment, involve some risk.

More time is needed.
Instruction often takes place in small groups.
Since risk is involved, safety becomes a paramount.

Set of goals:
To gain skill,
To participate safely, and
To gain utmost satisfaction from participation
The purposes of adventure education show both the
similarities to and differences from more traditional

physical education goals:
To learn outdoor sport skills and enjoy the
satisfaction of competence.
To live within the limits of personal ability
related to an activity and the environment.

To find pleasure in accepting the challenge and
risk of stressful physical activity.

To learn mutual dependency of self and the
natural world.
To share this experience and learning with
classmates and authority figures.

The Eclectic Curriculum
Mixture of few units become one unit – as a
required or elective
Fitness courses, Adventure courses, Sport courses,
or Social-Development courses

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CHAPTER 2 : CONCEPTS OF PHYSICAL

Fitness, skill development, knowledge, and social

Skill drills are organized to meet the motor

A Variety of Activities; Team sports, individual

sports, adventure activities, fitness activities and

Attain social skills.

The strongest alternative to education through the

physical in recent times has been movement

seen as central meaning defining the profession.

the student to do the following:

Emphasize problem solving, guided discovery,

exploration, acceptance, and success.

its aesthetic and personal meaning as for its

In the fitness models, the components of physical

fitness (strength, endurance, flexibility, etc.) are

need to maintain a healthy life-style.

laboratory approach, emphasizing the achievement

toward health fitness, emphasizing cardiovascular

devoted to fitness, with other parts of the physical

1960's, an academic-discipline base - sport sociology, sport

psychology, and motor control developed.

HEALTHY LIFESTYLE AND A MEANINGFUL LEISURE

LIFE, and how to be a KNOWLEDGEABLE CONSUMER

of fitness and physical education services in a modern society.

discipline perspective, is knowledge about the various sub

within the program, but the major emphasis is on

discuss issues, and engage in other activities where

example, sport psychology, sport aesthetics, and sport

The focus is more knowledge-oriented and less

performance-oriented than in traditional approaches to

are often thought using a problem-solving approach.

encourage and require problem solving.

student's problem-solving abilities to increase.

therefore act to guide students in appropriate

1969's and 1970's was the humanistic education

as the “humanistic” model for physical education; it has

that together constituted humanistic education

Focusing primarily on personal growth and

social development rather than on academic

To help young people cope better with a

complex social world.

worlds of which they are a part.

physical education-the gymnasium, the weight room,

student differences and be secure and firm enough to

interactions with students over time must show clarity

 This model defines the content of physical education

as sport, and describes ways that sport can be thought

competition, thus deriving its main conceptual focus

Sport typically is done in sessions; thus, in sport

education, the yearly curriculum is divided into sport

education, students become members of a team at the start

education, a season of competition is arranged at the

season, which is accomplished through some kind

records, scoring averages, saves, turnovers, and so

competition is both fun and educationally useful.

more elite athletes in schools got the opportunity

They prepare for competition together.

They then begin their competitive season, preparing for

and playing the games or matches, throughout this time,