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Welcome!
At the Sunita Williams Elementary School, we believe that a quality physical education program is much more than a bunch of activities that children enjoy for 30-40 minutes a couple of times a week. A quality physical education program has a definite purpose, has long term goals, and is developmentally and instructionally appropriate; in short, for children it makes a difference that lasts well beyond elementary school ... we teach our students the skills that will carry them for a lifetime!
Email Mr. Tatro: rob_tatro@needham..k12.ma.us
Follow Mr. Tatro on Twitter: @MrTatro_PE
Why do Children Need Physical Education?
Why do Children Need Physical Education?
The simple answer is so that they will remain physically active throughout their lifetime. Benefits from participating in a quality physical education program include:
Regular healthful physical activity
Skill Development
Improved Physical Fitness
Reinforcement of other subject domains
Self-discipline
Goal setting
Cooperation and Leadership
Enhanced Self-efficacy
Stress Reduction
Strengthening Peer Relationships
Social and Emotional Learning Opportunities
This list briefly summarizes many of the benefits that researchers agree are outcomes that come from individuals who are physically active. We can all agree that these benefits are worthwhile and are some of the reasons why our children need physical education.
What is a quality Physical Education Program?
What is a quality Physical Education Program?
The goal of physical education is to develop physically literate individuals who have knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.
A physically literate individual:
Has learned the skills necessary to participate in a variety of physical activities
Knows the implications and the benefits of involvement in various types of physical activities
Participates in regular physical activity.
Is physically fit
Values physical activity and its contributions to a healthful lifestyle
This definition of a physically literate individual was adapted from the work of Madigo, Francis, Lodewyk, and Lopez (2012) and the definition of a physically educated person in NASPE (2004).
Characteristics of a Quality Physical Education Program
Characteristics of a Quality Physical Education Program
Some of the characteristics of a positive, or quality, program of physical education are straightforward and require little or no explanation. Others are lengthier because they are not easily understood. In short however, at the Sunita Williams School this includes:
Time
Class size
Sequential, developmental curriculum
Minimum of 50% moderate to vigorous physical activity in class
High percentage of practice and learning time
High rates of success
Positive developmental environment
Teacher expertise
Realistic expectations
Adequate equipment and facilities
Fun
Teach to psychomotor, cognitive, and affective domains.
Guiding Research
Guiding Research
We believe that having a quality physical educational experience is one based on current practice and guided research. The following paragraphs detail why we believe it is important that our curriculum is based on skill development, instills intrinsic value to physical activity, and is based on carefully planned lessons and assessments.
A growing body of evidence indicates that motor skill competency is essential for participation in physical activity and for health-enhancing fitness. Spessato, Gabbard, and Valentini (2013) found that during physical education class, motor skill competence of children ages 5 to 10 proved to be a better predictor of physical activity levels than body mass index. In their study of the relationship between motor skill proficiency and physical activity, Stodden et al. (2008) concluded that "motor skill competence is a critically important, yet underestimated, causal mechanism for the health-risk behavior of physical inactivity".
Students in physical education do not acquire the knowledge and skills needed to be physically active if they are not personally engaged in the content. Students' perceived competence and self-efficacy have been found to positively predict physical activity levels (Bevans, Fitzpatrick, Sanchez, & Zhang, 2009).
Bevans et al. (2010) found that student engagement was enhanced by a mastery climate and that skill development within a lesson can increase engagement among students with lower perceived competence. Other researchers have echoed the importance of a mastery climate, which is task centered and focuses on self-improvement, for student engagement and development of motor skill competence (Ennis, 2011).
Skill competence is formed through sufficient, deliberate practice (Ericsson, 2006). That requires carefully planned progressions, meaningful and well-designed learning tasks, unit lengths that allow for skill acquisition, and specific, corrective feedback. All of these factors are critical components of an instructional climate that focuses on mastery.
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