1. Chapter 15 Careers in Teaching Physical Education
Kim C. Graber and Thomas J. Templin
Chapter 15 Careers in Teaching Physical Education

2. Why Study Pedagogy of Physical Activity?
Pedagogy (sport pedagogy) of physical activity is the study of teaching physical activity.
Effective instructors understand their subject and know how to convey it in a manner that will lead to success for all students at levels that meet their individual needs.
Chapter 15 - Hoffman (2005)

3. Importance of Pedagogical Knowledge
A person with a background in pedagogy should be able to answer these questions:
How will you get and keep the students’ attention?
How much time should you spend talking, and how much time should students spend practicing?
(continued)
Chapter 15 - Hoffman (2005)

4. Importance of Pedagogical Knowledge (continued)
Will your methods work?
How will you structure class to ensure that students have adequate time during class to improve their fitness levels?
How will you motivate students to engage in physical activity outside of the school setting and make appropriate nutritional selections?

5. Figure 15.1
Chapter 15 - Hoffman (2005)

6. What Do Physical Activity Pedagogues Do?
Teach in public and private schools (elementary, middle, high school; adapted physical education; curriculum specialist)
Coach (see additional information in chapter 16)
Recreation leaders
Instructors at corporate fitness centers or community recreation centers
(continued)
Chapter 15 - Hoffman (2005)

7. What Do Physical Activity Pedagogues Do? (continued)
Specialists or skill instructors (for example, golf or tennis pros; swim instructor)
Professors
Researchers

8. Certification and Continuing Education
Degree from accredited teacher education program
Passing Praxis I and Praxis II tests as required by individual states
State license requirement
Continuing education requirements (vary by state)
Additional certifications (may be required for coaching and other specializations)

9. Key Pedagogical Principles Based on Research
Begin to develop expertise by acquiring experience and new knowledge.
Provide appropriate practice.
Provide a high amount of academic learning time.
Always be concerned about class management and discipline.
Assess for student learning.
(continued)
Chapter 15 - Hoffman (2005)

10. Key Pedagogical Principles Based on Research (continued)
Provide clear, specific feedback.
Develop knowledge about alternative curricular models.
Ensure an equitable learning environment that addresses the individual needs of all learners. Consider how your expectations influence students.
Be mindful of teacher–coach role conflict.
Chapter 15 - Hoffman (2005)

11. Teaching Expertise
Requires ongoing education (Reading and attending professional conferences are critical).
Teaching experience alone does not guarantee expertise (burnout and boredom are potential risks).
Requires implementation of research-based best practices into instruction.
Chapter 15 - Hoffman (2005)

12. Appropriate Practice Experiences for Students
For students to succeed at any skill, they must be exposed to appropriate practice. (The principle of quality and the principle of quantity are discussed in chapter 3.)
Chapter 15 - Hoffman (2005)

13. Active Learning Time
Time on task, also called engaged time, is defined as the time students spend actually doing physical activity or sport.
Students should spend at least 50% of the time appropriately engaged (performing correctly with frequent success); this is called academic or functional learning or learning time.
Chapter 15 - Hoffman (2005)

14. Effective Class Management and Discipline
Class management means proper organization is critical for teaching effectiveness and maximal student engagement and learning.
Discipline means teaching rules, enforcing them when they are broken, and rewarding exceptional behavior.
(continued)
Chapter 15 - Hoffman (2005)

15. Effective Class Management and Discipline (continued)
Instructors can best assist students as they learn rules and routines by
having high expectations,
being firm but warm,
developing clear rules, and
describing how rules will be enforced.

16. Accountability
Students learn accountability through clearly stated and consistently enforced expectations.
Instructors demonstrate “with-it-ness” by knowing what’s happening in the learning environment and by displaying this awareness through oral or other communication with students.
Educators who ignore off-task behavior encourage further manipulation by students.
Additional students engaging in off-task behavior
Increased numbers of competent bystanders (well-behaved students who consistently avoid participation without attracting notice)
Chapter 15 - Hoffman (2005)

17. Specific Feedback Common instructor mistakes when providing feedback:
Feedback is often incorrect.
Teachers sometimes focus on an aspect of performance that does not require feedback while neglecting an area that does require feedback.
Teachers provide less feedback during game play. Feedback provided during game play can be valuable; it gives all students information about ways to improve.
Teachers can increase the probability that instruction will be effective by providing appropriate learning activities; maximal active learning time; and correct, prompt, and specific feedback.
Chapter 15 - Hoffman (2005)

18. Alternative Curriculums
The elective curriculum
The fitness curriculum
The sport education model
The wilderness and adventure education curriculum
The social development model
The teaching games for understanding model
Effective teachers are concerned with implementing curricular models that are interesting to students and produce the greatest opportunity for student learning.
Chapter 15 - Hoffman (2005)

19. Equity Issues and Student Needs
Common forms of discrimination:
Having a bias against students with less ability (such as using elimination games)
Singling out obese and out-of-shape students in negative ways
Allowing other students to ridicule or embarrass low-skilled or obese students
Neglecting to adjust the teaching approach for students who carry personal problems into the learning environment
Chapter 15 - Hoffman (2005)

20. Teacher–Coach Role Conflict
Role conflict is defined as two or more incompatible roles that are difficult to perform simultaneously.
Role withdrawal or retreatism occurs when one role is selected over another and results in one role suffering.
Both teaching and coaching are satisfying career choices, but people must be careful to fulfill the obligations of each role if they elect to engage in both simultaneously.
Chapter 15 - Hoffman (2005)

21. Knowledge and Research
Although professional practice knowledge is a powerful source of information, such knowledge is not a substitute for thoughtful consideration of the available research literature on effective teaching.
The Journal of Teaching in Physical Education is a good publication that features articles on this type of research.

22. Teaching Settings & Workplace Conditions
The instructor’s enjoyment is influenced by many factors, including the work environment (teaching setting).
Workplace conditions have the potential to facilitate or constrain the physical activity instructor.
Gymnasiums that are cheerful and well equipped also send a message to students about the importance of the subject matter.
Chapter 15 - Hoffman (2005)

23. Figure 15.2
Chapter 15 - Hoffman (2005)

24. NASPE Standards for Initial Physical Education Teachers
Standard 1: Scientific and Theoretical Knowledge
Standard 2: Skill-Based and Fitness-Based Competence
Standard 3: Planning and Implementation
Standard 4: Instructional Delivery and Management
Standard 5: Impact on Student Learning
Standard 6: Professionalism
Chapter 15 - Hoffman (2005)

25. Growing Support for Physical Education in Schools
Teachers now assume a major role in leading the school initiative to improve the health and fitness levels of students.
New public laws recognize the value of maintaining physical education and health in the school setting (for instance, Public Law , National School Lunch Act, requires a school-wide plan addressing physical activity and nutrition).

26. Successful Physical Education Teachers
Utilize innovative instructional strategies and novel curriculums
Integrate physical education with other subject matters
Utilize unique ways to promote learning progressions
Promote their programs (public relations)
Have supportive colleagues and administrators (continued)

27. Successful Physical Education Teachers: (continued)
Have adequate funding (grants, fundraisers, etc.)
Display exemplary classroom management strategies
Engage in professional development activities
Offer after-school programs for students & adults
Model athletic skill and fitness
Promote equitable learning settings

28. Advice for Future Teachers
Never stop learning to teach (embrace belief that learning is a lifelong process).
Join professional associations (start now with student membership).
Remain current on research literature (put research-based best practices into action).
Strive to be your best (become the next Teacher of the Year; local, state, national honors).
Chapter 15 - Hoffman (2005)

29. Make a Commitment to Sport Pedagogy
Remain committed to
student learning,
effective teaching practices,
ongoing development of subject matter expertise,
professional involvement, and
believing you can make a difference in the lives of children.
Chapter 15 - Hoffman (2005)