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

2. Why Study Pedagogy of Physical Activity?
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 better learning in students.
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?
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?
Chapter 15 - Hoffman (2005)

4. Figure 15.1
Chapter 15 - Hoffman (2005)

5. What Does a Physical Activity Pedagogue Do?
Physical educators in public schools
Swim instructors, recreation leaders
Instructors at corporate fitness centers or community recreation centers
Specialists (golf or tennis pros)
Professors
Chapter 15 - Hoffman (2005)

6. 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.
Hold learners accountable.
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)

7. Teaching Expertise
Continue to learn about teaching by reading and by attending professional conferences.
Teaching experience alone does not guarantee expertise (burnout and boredom are potential risks).
Chapter 15 - Hoffman (2005)

8. 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)

9. 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 learning, or functional learning, time.
Chapter 15 - Hoffman (2005)

10. Effective Class Management and Discipline
Class management involves organizing students in such a way that learning is most likely to occur, whereas discipline involves teaching rules, enforcing them when they are broken, and rewarding exceptional behavior.
Instructors can best assist students as they learn rules and routines by (1) having high expectations, (2) being firm but warm, (3) developing clear rules, and (4) describing how rules will be enforced.
Chapter 15 - Hoffman (2005)

11. Accountability
Students manipulate the learning environment when they engage in off-task behaviors or become competent bystanders (well-behaved students who consistently avoid participation without attracting notice).
Educators that ignore off-task behavior encourage further manipulation.
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.
Chapter 15 - Hoffman (2005)

12. 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)

13. 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)

14. Equity Issues and Student Needs
Common forms of discrimination:
Having a bias against students with less ability (e.g., 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)

15. Expectations for Students
Self-fulfilling prophecy, or the Pygmalion effect
Context is equally likely to create impressions about performance.
Learned helplessness may manifest as exerting little effort, becoming abusive, blaming others, or quickly conceding failure.
Teachers must continually assess their expectations and be cautious when communicating expectations to learners.
Chapter 15 - Hoffman (2005)

16. Teacher–Coach Role Conflict
Role conflict is defined as two or more incompatible roles that are difficult to perform simultaneously.
Role withdrawal or retreatism
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)

17. 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.

18. Teaching Settings
The enjoyment of the instructor is influenced by many factors, including their work environment (i.e., teaching setting).
The environment in which teachers work can facilitate their success.
Gymnasiums that are cheerful and well equipped also send a message to students about the importance of the subject matter.
Chapter 15 - Hoffman (2005)

19. Workplace Conditions Characteristics of positive work environments
Characteristics of negative work environments
Overcoming a negative environment
Workplace conditions have the potential to facilitate or constrain the physical activity instructor.
Chapter 15 - Hoffman (2005)

20. Figure 15.2
Chapter 15 - Hoffman (2005)

21. Current State of Secondary Physical Education
Teachers and students have similar views of the purpose of physical education: exposure to lifetime activities.
Fitness activities have little relationship to development of health- or skill-related fitness.
Teachers spend too much time on class management.
Teacher autonomy born out of benign neglect.
Teachers have limited goals for students.
Teachers validate self-worth through coaching and officiating.
Gymnasiums can be well-managed and happy places.
Physical education curriculum is consistent among teachers.
Instruction is casual; premium on learning is mostly absent.
Student evaluation not based on measurement of performance but behavioral standards.
More than half of students like physical education less and value it less than other subjects.
See full description on page 425 in the textbook.
O’Sullivan, M. (Ed.) High school physical education teachers: Their world of work [Monograph]. Journal of Teaching in Physical Education, 13,
Chapter 15 - Hoffman (2005)

22. Exemplary Physical Education
Innovative instructional strategies
Novel curriculums
Integration of physical education and other subjects
High-profile public relations programs
Supportive colleagues and administrators
Adequate funding
Exemplary classroom management strategies
Involvement in professional development
After-school programs for students and adults
Modeling of athletic skill and fitness
Promotion of equitable learning settings
Chapter 15 - Hoffman (2005)

23. Becoming an Outstanding Physical Education Teacher
Develop teaching expertise.
Design appropriate practice experiences for students.
Provide active learning time.
Manage and discipline classes effectively.
Hold students accountable.
Supply students with specific feedback.
Consider incorporating alternative curriculums in your program.
Address equity issues and student needs.
Maintain realistic expectations of students.
Minimize teacher–coach role conflict.
Chapter 15 - Hoffman (2005)

24. Effective Teachers Experienced Approachable Fun and goofy Challenging
Informative
Inspiring
Knowledgeable
Meaningful
Motivating
Passionate
Personable
Positive
Relevant
Approachable
Challenging
Competent
Contagious
Courteous
Caring and loving
Energetic
Engaging
Entertaining
Enthusiastic
Exciting
Chapter 15 - Hoffman (2005)

25. Career Options Physical education teacher in the schools
Teacher in higher education settings
Adapted physical education teacher
Coach (public schools or higher education)
Chapter 15 - Hoffman (2005)

26. NASPE Standards for Beginning Physical Education Teachers
Content knowledge
Growth and development
Diverse learners
Management and motivation
Communication
Planning and instruction
Student assessment
Reflection
Technology
Collaboration
National Standards for Beginning Physical Education Teachers (2003) reprinted with permission from the National Association for Sport and Physical Education (NASPE), 1900 Association Drive, Reston, VA
Chapter 15 - Hoffman (2005)

27. Advice for Future Teachers
Never stop learning to teach.
Join professional associations (student membership).
Read research literature.
Chapter 15 - Hoffman (2005)

28. Major Professional Associations for Sport Pedagogy
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)
National Association for Sport and Physical Education (NASPE)
Curriculum and Instruction Academy (a division of NASPE)
American Educational Research Association (AERA)
Special Interest Group (SIG): Research on learning and instruction in physical education (a division of AERA)
National Association for Kinesiology and Physical Education in Higher Education (NAKPEHE)
Association Internationale des Ecoles Superieures d΄Education Physique (AIESEP)
Chapter 15 - Hoffman (2005)

29. Journals That Publish Sport Pedagogy Research
Action in Teacher Education
American Educational Research Journal
College Student Journal
Educational Technology
Elementary School Journal
High School Journal
International Journal of Physical Education
Journal of Educational Research
Journal of Physical Education, Recreation and Dance
Journal of Research and Development in Education
Journal of Teacher Education
(continued)
Chapter 15 - Hoffman (2005)

30. Journals That Publish Sport Pedagogy Research (continued)
Journal of Teaching in Physical Education
Physical Education and Health Journal
Physical Educator
Quest
Research Quarterly for Exercise and Sport
Sport Education and Society
Strategies
Teaching and Teacher Education
Chapter 15 - Hoffman (2005)

31. 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)