QUALITY

DAILY

PHYSICAL

E D U C A T I O N

Can Anyone Plan a Quality Physical Education Program?
A Q&A Session with Dr. David Chorney
or many years now, PHE Canada has advocated for quality daily physical education. Has this advocacy helped to ensure that all students from coast to coast receive quality daily physical education? The answer is no, but should this answer imply that the advocacy and behef that QDPE across Canada for every boy and girl attending school is unattainable? Again, I say the answer is no. As a former teacher of only physical education for seven consecutive years, I was fortunate to have the support, understanding, and finances to implement a physical education program that benefited all students in the community in which I was employed. Did every one of the 450 students in my school have access to a physical education class each day? No, they did not.
What they did\\zvt was access to an intramural program, a well-equipped and educationally stocked equipment room, and an educated professional in the field of physical education who was hired for the intent of planning and teaching a program that followed the provincially-mandated curriculum. Could every student in my former school have received quality daily physical education? The answer is yes; but numerous issues would have had to be addressed for this to occur. Is the location or age range of students where I taught physical education any diffèrent from other locations across Canada? No, but the issues of addressing and implementing quality daily physical education are the same. 12 PHYSICAL AND HEALTH EDUCATION To be responsible for planning and organizing a school physica] education program is a challenging, demanding, yet potentially very rewarding opportunity. Should one's view of teaching a single physical education class differ from one's view of having the responsibility of planning an entire school physical education program? In each scenario children are at the heart of the matter and are the essential component of why we, as teachers, are even employed. The difference for some people who are responsible for teaching one physical education class versus having the responsibility of planning an entire school PE program is that they may not see the "big picture" or they have simply been assigned one PE class without hav-

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Dr. David Chorney is an Assistant Professor in the Department of Secondary Education, Faculty of Education at the University of Alberta. Teaching responsibilities and research interests include curriculum and instruction in physical education, curriculum theorizing in physical education, along with technology inte^ation in physical education.

ing the required skills, knowledge, or educational background to adopt such a responsible position. Thus, this single PE class for which they are responsible may take on a more recreational style. There may be little emphasis on personal skill acquisition or improvement and litde attention paid to appropriate assessment and evaluation. The teacher might employ a programmatic approach using a "sport model" style wheteby every student in class is asked to engage in warm up games followed by more traditional games as the primary emphasis of the lesson.

what do they think? Are they offended? Do they agree? Do they try to justify any of these issues and concerns to make themselves feel better about the job they are doing? Answers to these questions vary even among PE specialists. socioeconomic status.É T É 2 0 1 0 1 3 . gymnastics education. The list of issues and concerns is lengthy and I simply wanted to convey some of my opinions. then. since many schools currently employ teachers with no physical education background at all.What does a typical physical education program look like across Canada today? Regardless of the children's race. many programs across the country have an eerily similar tone. Is it any wonder. and those developed through discussion with other professionals in the field. many programs across the country have an eerily similar tone. Appropriate and detailed planning for every PE class does not really occur. colour. provincially-mandated outcomes or grade level stanclards are overlooked. Assessment and evaluation are an afterthought as opposed to an essential primary goal in the overall planning process. or location. • Not enough attention is paid to helping each student improve his or her skills and to improving their personal self-worth. By devoting as much time and effort to their coaching responsibilities as their teaching responsibilities. Some PE teachers never take their students outside of the gymnasium for their physical education classes. outdoor education. Rather. When someone within our fraternity reads the aforementioned list of concerns and issues. colour. and non-traditional individual or team activities. subsequently. Many physical education programs ignore content focusing on dance education. socioeconomic status. teachers would help many students to improve and. The question may not even be whether a quality physical education program can be offered to all students across Canada. SUMMER . the question may be who is running the schools physical education \NhQt does a typical physical education program look like across Canada today? Regardless of the children's race. that teachers outside the field of physical education are often unable to provide the type of quality physical education that we advocate? The question goes deeper than whether a quality d/iily physical education program can be offered to all students across Canada. These issues include: • Too many PE teachers teach only traditional sports to all students year after year. it is apparent that many of the same issues and concerns have been continuously raised. or location. Having discussed the issues related to the field of physical education and the teaching of physical education with colleagues from across Canada and abroad for almost twenty years. a better PE program would likely result.

and others interested in the health of children and youth«^. Oniario October 21-23.ca/toronto2010/eng/main. Register as a Full Conference Delegate (with accomodations) for a chance to WIN an Apple ¡Pad! National Conference Ocioher 21-23 2010 Toronio. 2010 The Westin Harbour Castle -Toronto. We invite readers to respond to this article and offer their opinions or reactions to the important issues raised.htm " PHE Canada 14 PHYSICAL AND HEALTH EDUCATION . can we honestly believe things will change in those particular schools anytime soon? ¡fit is run by teachers with a physicai education baci<ground. hopefiilly these teachers offer a quality physical education program. However. public health professionals. if a school physical education program is left to the responsibility of teachers with no physical education background and who have little interest in improving their personal knowledge base in the area.program? And who is accountable for ensuring that physical education is being planned for and taught as required by the province or territory within which the school is located? If it ¡s run by teachers with a physical education background. Chorney raises a number of interesting and important questions in this article. health and physical education consultants. Editor's Not« Dr. educated in the pedagogy and knowledge within a respected PETE program. Ontario Delegates for this year's national conference will include elementary and secondary teachers. then hopefuily the list of aforementioned issues and concerns are irrelevant. administrators.sues and concerns are irrelevant. then hopefully tbe list of aforementioned is. recreation leaders..phecanada. For more information: www. educated in the pedagogy and iinowledge within a respected PETE program.

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