Elective Model High School PE Can also be done in Middle School Q & A: What were some of your experiences regarding elective/choice programs?

Power of Choice  Students near-universally respond favorably to being offered a choice of activity. If ultimately, students choose activities as adults, why not allow them that same choice in high school so they may be prepared when that day comes.  If you teach in high school, I consider student choice a MANDATE!

Giving Students the Choice - Methods for providing choice 1. Registration - Students register for more than just generic “physical education.” This requires cooperation between the PE department and the guidance dept. Register for individual courses such as tennis. Register for groups of related activities such as 1) racket sports, 2) group exercise, 3) non-traditional, 4) adventure, 5) fitness, 6) outdoor activities, 7) invasion, 8) aquatics, 9) dance

 Activities with group categories: 1) racket sports - tennis, badminton, pickleball (volleyball)… 2) group exercise – yoga, aerobics, tae bo, pilates (personal defense)… 3) non-traditional –yard games, officiating, archery, fencing, (wrestling)… 4) adventure – low/high ropes, ground initiatives … 5) fitness – weight room, fitness testing, at-home… 6) outdoor activities - canoeing, fly fishing, biking, orienteering 7) invasion – ultimate, football, soccer…(MANY) 8) aquatics – basic swim, lifeguarding 9) dance – swing, big band, social…  Can modify once teaching (make your own)

Giving Students the Choice - Methods for providing choice 2. Intra-class choice - Students within one period taught by multiple PE teachers are offered choices. For example, if one teacher offers a unit on tennis and another offers a unit on swimming, students are able to choose between them. Students select individual activities (tennis, yoga, etc) or groups of activities (racket sports, dance, invasion games, etc).

Giving Students the Choice - Methods for providing choice 2. Intra-class choice – Difficulties with this approach: Creating progressions in the curriculum  What if a golf unit is comprised of students who have taken it before and others not?  Two choices: either don’t allow or label classes beginner, intermediate, or advanced. If a student has already taken the beginner course, their only next choice is the intermediate one. This may not always be feasible

Giving Students the Choice - Methods for providing choice 2. Intra-class choice – Difficulties with this approach: Record keeping (attendance, grades) for students not registered to the teacher.  How overcome this? The large number of student names teachers must learn

Giving Students the Choice - Methods for providing choice 3. Specialized Classes – Classes for students who have fulfilled their PE requirements for graduation. Similar to option condary/PE/ condary/PE/ 2. condary/PE/ condary/PE/

Giving Students the Choice - Methods for providing choice 3. Specialized Classes – continued 1. CourseSelection/physical_education.html CourseSelection/physical_education.html 2. hyeddept.cfm hyeddept.cfm 3. Walled Lake, MI Walled Lake, MI 4. Cheshire, CT Cheshire, CT

Suggestions  Regardless of the method used to give students choice, require students acquire a diversity of experiences. Otherwise they may only elect activities in which they are already proficient. To accomplish this, create guidelines. For example: Students must pass a unit if 6 of the 9 content areas listed:  1) racket sports, 2) group exercise, 3) non-traditional, 4) adventure, 5) fitness, 6) outdoor activities, 7) invasion, 8) aquatics, 9) dance  You may simplify this list or add more specific requirements such as two units of aquatics Or require all students complete 5 specified courses or activity units (CPR/First Aid, Aquatics, Fitness for Life, etc).

Suggestions  Student input - Distribute a survey the first day of class to gauge student interest in activities. List all of the possible activities and have students rank or place #’s alongside their preferences.

Suggestions  PE teachers must engage in continual professional development to acquire the skill to teach “most” units Sample list of activities Part of being a “professional” is learning new materials to meet the needs of students. This includes activities which have yet to be invented.

Remember  If you are truly committed to fostering lifetime physical activity, you will implement this model in high school; I challenge you.