Fitness Education

Traditional physical education teaches students baseball, football, and basketball.

Concepts-based fitness education teaches students how to take personal responsibility for behaviors that lead to lifetime fitness and wellness.

Traditional Views of Fitness

• Goal was to get kids fit

• Focus was on activities and doing fitness (for example, weight training, exercise training, jogging, or aerobics)

Concepts-Based Fitness Education

• Goal is to develop knowledge and skills to lead a healthy, active life

• Combination of classroom, laboratory, and physical activity experiences

• Emphasis is decision making that supports the how and why behind activities– Process of activity rather than product

Philosophy

• Engage in activity of sufficient intensity and duration

• Learn how and why it is important to achieve an adequate level of physical fitness

• Develop knowledge and skills to execute a personal activity program

Characteristics of Concepts-Based

Fitness Curriculum• Organized around general concepts

(cardiovascular health, muscular strength, body composition)

• Focus is on lifetime sport and activity• Emphasis on cognitive domain that

facilitates decision making, motivation, and independent planning and activity

Suggested K-12 Scope

• Elementary– Basic skill themes and applications

• Middle school– Combine skills and strategies that enhance

physical activity performance

• High school– Development of personal fitness plan– Choice of activities to pursue indiv. goals

Emphasis of Standards within Fitness Education

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Minor

2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Major

3. Participates regularly in physical activity. Major

4. Achieves and maintains a health-enhancing level of physical fitness.

Major

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Minor

6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Major

Reference:  Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

Outcomes

• The student should ultimately know how to– assess his or her own fitness levels– interpret the results; and – develop a personal program focused on

personal goals

Stairway to Lifetime Fitness

Adapted, by permission, from Corbin and Lindsey, 2002 (In Press), Fitness for life, 4th ed. (Champaign, IL: Human Kinetics).

Challenges

• Covering all concepts in one course is a daunting task

• Coordination of scope and sequence is essential

• Preparation of instructional materials

Block scheduling plans

A/B block plans—One-semester course, 90-120 minutes per day, alternating two days one week, three days the next week

Accelerated block plans—Nine-week course, meeting five days per week, 90-120 minutes per day

Assessments

• Grades should not be tied to fitness levels• Technology available

– Heart rate monitors– Pedometers

• Variety of cognitive assessments– Personal fitness plan guidelines

• Wellness portfolios– Self-assessment and activity record sheets