Physical education fundamentals and introductory concepts

¶ … developmental milestones to discuss how you would address the "movement as a basic need" in an early childhood education environment

It is essential that all children, regardless of how naturally gifted they are in terms of sports gain a sense of confidence in their physical movement. Creating an environment where all children can engage in creative play, from running, to hopping, to skipping, to grasping is essential. Physical education classes should encourage older, sedentary children to move and establish good health habits in younger, still-active children. This is the only way to help children avoid some of the traps of modern society that foster obesity. This type of encouragement should not be dependent upon the children being 'the best' in every physical activity they try.

With this in mind, many schools are incorporating new technologies like the popular movement-based video game "Dance Revolution" (DDR) into the physical education curriculum, which stresses building skills in lieu of following the rules of traditional sports. The natural desire to move in children is channeled into improving their aerobic fitness. Overweight children who played the game regularly showed improved blood pressure better overall fitness scores "and endothelial function, which reflects the arteries' ability to deliver oxygen," and also manifested more interest in traditional sports, now that they were physically fit (Schiesel 2007).

Such experiences illustrate an important truth -- basic fitness and mastering developmentally appropriate skills is important before imposing rigorous competitive demands on children. If competition exists at all it should be in a sprit of fun and to encourage children to strive for their personal best, not to be the best. Even if a district cannot afford DDR in its gym classes, jumping rope, relay races, using a medicine ball, playing tag are all examples of possible activities. Incorporating skills training for future sports in a noncompetitive or less competitive fashion can introduce physical conditioning into the educational environment and still ensure all students feel good about participating. Having a dribbling 'competition' where everyone wins, provided they keep the ball in motion can introduce basketball, for example, as can relay races of kicking a soccer ball ("Dribblemania Fitness," 2008,PE Central.org).

As children become more sociable in middle school, incorporating more social activities into physical education class, such as partnered activities in races, throwing a ball, or collective activities like skipping rope may become feasible. Also, having field days with themes like 'Harry Potter' can integrate the types of interests that are typical of children of this age group.

Question

Describe which resources need to be available to plan these physical experiences for children 0-8 years. (You are strongly encouraged to give practical examples from your own professional experience.)

Financial resources and time are two critical components of providing quality physical education to students, resources that are often sorely lacking in schools today, as PE gets shifted to the back burner of school resources. If physical education is not required, or if study time and preparation for standardized tests, for example, or even field trips or school assemblies are 'substituted in' for physical education time, this communicates that PE is not a class to be taken seriously, and children will take notice of this fact. If children's nonattendance or lack of participation is not reflected in their grade, and parents demand an 'A' despite a lackadaisical attitude on the part of the student, this will also impact the quality of education, as it is not likely such an attitude would be tolerated in other academic classes.