ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH

EDUCATION PROGRAMS
Key Concepts Management Functions

 The School Physical Education  Program Planning/Development

Program. The total physical  Organizing
education program encompasses the  Leading
three well-developed, coordinated  Controlling
and integrated aspects of  Staffing
instruction, intramural and  Human Resource and Management
interschool programs. Supervision
 The Coordinated School Health
1. Recruitment, selection, retention,
Education Program includes
and promotion
Health Services, Health Instruction,
2. Orientation of new staff
Healthful Living and School-
3. Supervision
Community Coordination.
4. Evaluation
 Management. The process by
which key personnel provide  Facility management
leadership so that the organization
1. Site
functions efficiently and effectively
2. Building
in achieving the goals for which the
3. Lighting
organization exists.
4. Environmental climate
 Management skills include 5. Plant sanitation
technical, human, conceptual, 6. Acoustics
political, and leader- ship skills that
take into account various  Fiscal Management
philosophical and theoretical under-
1. Budgeting
pinnings of management. These
2. Budget Management
skills, combined with the appropriate
3. Financial Accountability
measure of knowledge, sound
judgment, experience and training
 Purchase and Care of Supplies and
will prepare the con temporary
Equipment
manager to effectively lead any
program or organization as well as 1. Selection of Supplies and Equipment
to achieve success and satisfaction. 2. Purchase of Supplies and Equipment
3. Checking, storing, issuing and
A philosophy of management for
maintaining supplies & equipment
Physical Education and Sport should
4. Risk Management
recognize that the needs and welfare of the
people who make up the organization are
 Evaluating
paramount to success.

Becoming an effective manager will Principles for Management and

depend on the level of knowledge and Structure
understanding the manager has of the  The management structure of an
multidisciplinary approaches available in organization should clarify the
dealing with business and human resource delegation of authority and
issues, the degree to which the manager responsibility.
can implement this skill and the manager’s  Management work maybe most
ability to exercise entrepreneurial strategies.
effectively organized by function

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 ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH
EDUCATION PROGRAMS
 Span of control should be considered in
organizational structure
 Successful management depends on
communication
 Coordination and cooperation among
various departments in an organization
are necessary for effective
management.
 Staff or task specialization aids effective
management
 Duties and rights of personnel
 Authority must be commensurate with
responsibilities, and lines of authority
must be clearly drawn.
 Organization and social purpose cannot
be separated
 There is no single correct form of
organization
Line and Staff Organization
The most common type of
organizational chart is a line and staff. A
person in a line position has direct
responsibility and authority for a specific
objective or objectives of the organization.
A person in a staff position has an indirect
relationship to a specific objective of an
organization.
Formal and Informal Organization
Organizational theory and structure
require that there must be a need for an
organization to exist, and second, the
organization must know the goals it is trying
to achieve. To accomplish these objectives,
a structure should be provided that enables
the management to plan and make
decision, organize, staff, lead, motivate,
control and evaluate. These tasks can be
performed through either a formal or an
informal organization.
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THE SCHOOL PHYSICAL EDUCATION
PROGRAM
I. Physical Education Instructional Programs
Varsity
Athletic
s
IM
Club
Recreational
Sports
Outdoor
Open Fitness
Motor Skills Development
Basic Instructional
Physical Education
Health-Related Physical Fitness
Affective
Cognitive
The above figure shows the
traditional view of the relationship between
the basic instructional or physical activity
program, recreational sports and varsity
athletics.
By tradition, the basic instructional
physical education program was graphically
represented at the base of an isosceles
triangle. The part immediately above the
instructional base was the recreational
sports program, and at the apex of the
triangle was the varsity athletic program.
What the isosceles triangle symbolized in
the past is still true to the effect that a
sound physical education program should
serve as a solid base for all other school
and community physical activity and sport
programs. The instructional program in
physical education is the place to teach
skills, strategies, concepts, and essential
knowledge concerning the relationship of
physical activity to physical fitness, motor
skill, cognitive, and affective development.
It is a place to challenge, build competence,
encourage creativity, promote lifelong
activity, advance critical action skills, instill
commitment to personal wellness, and
foster respect for others. It is also a place
to introduce an awareness of the
 ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH
EDUCATION PROGRAMS
development and maintenance of optimal
levels of health-related physical fitness.
Skills should be taught from a
scientific, theoretical, and progressive
approach so that the various mediators and
human factors that affect human movement
are clearly understood by the participant.
Demonstration, videotapes and videodisks,
computers, posters, workbooks, and other
audiovisual aids and materials enhance
instruction and are useful for optimal
learning.
The physical education program
presented throughout the school years
should be sequential in development and
progressive in application. A physical fitness
program should also be developmental and
progressive in nature, as well as
personalized, starting with the individual’s
present state of mental and physical fitness
and gradually moving to higher levels.
Performance objectives should be
established and targeted for individual
student progress achievement. When boys
and girls advance from one grade to
another, they should have achieved certain
objectives in various physical education
activities, just as they achieve various levels
of skills, knowledge, and competencies in
other school subjects. A plan for assurance
of mastery or graduation standards in
physical education must be developed and
implemented.
Physical education should involve
more than physical activity. As the
participant understands more fully the
importance of human movement; what
happens to the human body during exercise
and stress; the relationship of physical
activity to one’s biological, psychological,
and socio-cultural development; the history
of various activities; and the role of physical
activity in the interdependent global
community, physical education will take on
a new meaning, grow in intellectual
respectability, and contribute to building a
more healthy and productive society.
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A. Preschool Physical Education
Programs
 The concept of early schooling is no
longer regarded as a custodial or
compensatory undertaking.
 It is viewed as a necessary provision for
the normal growth and development of
children.
 Child development specialists and
sociologists has indicated that the early
years are crucial for the child
intellectually, physically, socially, and
emotionally.
 The return of many mothers to the
workforce, nursery schools and child
day-care centers has gained wide
popularity.
 Programs should involve indoor and
outdoor play-learning activities.
 Physical education activities should
include the development of fundamental
movement skills, fitness, self-testing and
team-building activities, creative free
play, and rhymes and story plays.
 Programs are becoming an integral part
of educational systems in this country,
and physical education should play an
important role in such programs.
B. Elementary School Physical
Education Programs
 Physical education takes on important
part of the schools’ instructional
program and is designed to foster
development of fundamental motor
skills, health-related fitness, and
knowledge and attitude relative to
physical activity through a carefully
planned curriculum that includes.
 Learning experiences help students
understand how to move and to become
more aware of their body within the
environmental framework of force, time,
space, and flow.
 ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH
EDUCATION PROGRAMS
 Physical education at this level should
promote the individual child’s standard
of motor performance and establish a
physical activity comfort level so that
each child develops an appreciation and
enjoyment of movement.
 Physical education should foster
creativity, challenge, self-expression,
social development, team building,
positive self-concepts, and appreciation
for the importance and value of health-
related fitness.
C. Secondary School Physical
Education Programs
 The secondary program should be
based on the developmental tasks of
secondary school students.
 The program should consist of a variety
of age-appropriate activities, including
gymnastics, self-testing activities,
rhythm and dance, movement skills,
aquatics, physical fitness activities,
outdoor education, and individual dual
and team sports.
 The program should provide a thorough
understanding of the human body and
the impact of physical activity on its
various organic systems.
 The program should teach variety of
skills progressively, eliminate excessive
repetition of activities, and ensure the
inclusion of lifetime sports and health-
related fitness concepts.
 The program should be open to all
students, including those with varying
disabilities, who should be provided an
opportunity to function in the least
restrictive environment.
 The program should encourage vigorous
physical activity in and outside of class,
including individual fitness and
participation in community, re-
creational, and varsity sport
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II. Intramural
 The intramural program is concerned
with the provision of recreational
activities and athletic competition for all
students within a school
 It gives all students an opportunity to
develop the athletic skills they have
been taught in the instructional
program.
 Its organization may be based on the
educational level, size of the school,
school philosophy.
 At the elementary and secondary level
most intramural/recreational programs
are directed by the physical education
department
 At the college and university level there
are varied organizational relationships.
Some intramural/recreational programs
are organized to function as
departments in schools or colleges of
physical education. Others are organized
attached to the office of the dean of
students or vice president for student
affairs. In some universities, this activity
is operated as a separate entity or as
part of the athletic department.
Units and Types of competition
1. Unit of Competition
a) Inter-class
b) Grades
c) Age
d) Height
e) Clubs
f) Societies
g) P.E. Classes
2. Types of Competition
a) Single Elimination. The type of
tournament used when there is a big
number of entries or players but
short playing days. This type is the
 ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH
EDUCATION PROGRAMS
easiest to handle because a team or
player that loses once is
automatically eliminated.
b) Double Elimination. This type of
tournament allows the team/player
to stay in the competition until it
loses twice.
c) Round Robin. The most effective
type of competition where each
team/ player will have a chance to
meet all teams or players who
entered the competition.
d) Ladder. Lower rank players have
the chance to climb the ladder
provided they win over the player
occupying the higher step of the
ladder.
e) Pyramid. This type of tournament
is similar to single elimination but it
is de- signed in a vertical manner in
the diagram.
III. Interschool Program
It is concerned with the provision of
competition for the most highly proficient
students in the various sports with teams
from other institutions.
IV. Physical Education for the
Handicapped Child
 The concept of “Mainstreaming”
 Least Restrictive Environment
 Special Olympics
Administrative Practices for the
School Health Program
The aim of the school health
program is the development of optimum
physical, mental, emotional, and social
health among all pupils. A checklist of
administrative practices which can serve as
a guide to the administrator in the
accomplishment of this aim is outlined by
Anderson and Creswell:
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1. Recognize health as a basic objective of
education.
2. Secure and budget adequate funds for
the health program.
3. Keep parents informed of the health
program.
4. Establish an appropriate cooperative
relationship with community health
5. Maintain communication with
community organizations.
6. Employ qualified school health service
personnel.
7. Become informed about health problems
of the school-age group.
8. Arrange the school day in accord with
sound health practice.
9. Establish an effective system for
keeping health records.
10. Establish a policy on school health
examinations.
11. Provide for health observations by the
teachers.
12. Establish a systematic referral program.
13. Promote measures to ensure corrections
for every child.
14. Establish program policies aimed at
control of communicable diseases.
15. Procure necessary materials, facilities,
and equipment for health instruction.
16. Provide time and facilities for health
instruction in the secondary school.
17. Appoint only qualified teachers for
health instruction.
18. Provide a healthful physical
environment.
19. Provide a mentally hygienic
environment.
20. Establish a school safety program.
21. Provide facilities, personnel, and an
established plan to meet emergencies.
22. Provide health services for professional
personnel.
23. Provide in-service health education for
teachers.
24. Provide for faculty sick leave.
 ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH
EDUCATION PROGRAMS

SCHOOL-COMMUNITY
COORDINATION

COMMUNITY HEALTH PROGRAM

Health Programs of
Family Health Care The School Health Official and
Program Voluntary Agencies

Planning Administration Evaluation

1. Formulating a School Health Policy

2. Adequate funds for Health Facilities, Equipment and Materials
3. School Health Program Coordination
4. School Nursing Services
5. School Health Council
6. Medical, Dental, Nursing and Other Consultants
7. Health Education Guidance and Counseling of Parents and Children
8. In-service Education of School Staff
9. Assessment of Health Needs
10. Monitoring Program Effectiveness

School Health School Health Healthful School-

Instruction Services School Community
Environment Coordination

 Every school must have a physician who
will function as a school medical adviser.
 There must be someone in each school
who has a definite responsibility for the
total school health program. This
individual is known as the health
counselor or health coordinator.
 The director of physical education is
frequently the health coordinator.
 Educators have associated physical
education closely with health values and
objectives.
 The physical educator is in a strategic
position to perform excellent service.
 The coach and the physical education
teacher come into close informal contact
with the students and thus can gain
understanding of their health problems
and needs.

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 ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH
EDUCATION PROGRAMS

THE SCOPE OF THE SCHOOL HEALTH

PROGRAM

SCHOOL HEALTH PROGRAM

Health Health Healthful School-

Instruction Services Environment Community
Coordination

Health Teacher Periodical Wholesome Teacher

Medical School Community
Time Allotment Examinations Environment Coordination

Basic Principles Periodical Organization Community

Dental of a Healthful Health Center
Scope of Health School Day
Examinations
Instruction School
Program Screening Tests Teacher-Pupil Referrals
Relationships
Elementary Teacher-Nurse Community
School Program Observations Teacher’s Organization
Health for Health
Secondary Follow-up Education
School Program Programs School Food
Services Community
Methods of Communicable Health
Teaching Diseases Workers
Control

Emergency
Care
Procedures

Health
Supervision of
School
Personnel

Students
Excuses

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 ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH
EDUCATION PROGRAMS
Health Instruction
The fundamental purpose of health
instruction is to equip the student with
sufficient knowledge about health to enable
him to attain and maintain both in attitude
and practice, the highest possible level of
health.
Basic Principles of Health Instruction
(Anderson and Creswell)
1. Emphasis is on the positive aspect of
health.
2. Health is an end to be gained, not only
an academic subject.
3. Instruction is directed to the well , or
normal child. Children temporarily below
par will be benefited by the health
practices acquired by the whole class.
4. Throughout the school life, health,
health promotion should be one of the
objectives of the whole school program.
5. Learning experiences must be adapted
to the physiological, psychological and
social development of the children.
6. Instruction must be based on student’s
interests, needs, abilities and back-
grounds.
7. Learning results from experience, and
opportunities must be provided for
experience through participation, doing
things, and reacting to situations.
8. Problem solving provides the most
effective learning situation.
9. Learning experiences are most effective
when the child sees the relation- ship of
one experience to the whole experience.
10. The objectives of the activity must
always be specified in terms of learner
outcomes and must be recognized as
personal goals of the child if learning is
to be effective.
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11. Instructional activities must be always
related to the actual experiences of the
learners.
12. Learners must be helped in making
generalizations and in applying these
generalizations to various new
experiences. 13. Integrative learning is
most effective. 14. Repetition or drill is
justified when the learning must be
precise and is useful as a tool or skill.
13. Each child is unique, learns at his own
rate and his own way, and thus a
variety of activities and materials is
essential.
14. Accompanying incidental learning
always takes place and teachers should
be alert for opportunities to make each
learning experience yield greater returns
in learning.
15. Health work in the school cannot be
fully effective unless integrated with the
life of the home, community and the
forces in which both can contribute to
the child’s education.
School Health Services
The service program embraces the
various protective measures assumed by
the school to conserve and improve the
health of students. the health services vary
considerably in different institutions, but the
minimum essentials of a good program
include the following activities.
1. Health Appraisal
a) The periodic medical examination
b) The periodic dental examination
c) Psychological examinations
d) Screening tests
e) Teacher-nurse observation
2. The follow-up program
3. Communicable disease control
4. Emergency care procedure
5. Health Supervision of school personnel
6. Student excuses
 ADMINISTRATION AND MANAGEMENT OF PE AND HEALTH
EDUCATION PROGRAMS
Healthful School Environment

Healthful school living is a more

inclusive term, to be preferred to those that
formerly designated this phase of school
health education. This term refers to the
entire environment that surrounds the pupil.
It not only involves safe and sanitary
facilities but also i9ncludes careful planning
of the school day for study, play, and rest.
Since teachers are also part of the school
environment, the establishment of healthful
teacher-pupil relationships is an important
aspect of healthful school living.

School-Community Coordination

An effective strategy for promoting

the health of school-age students is the
development of collaborative efforts
between the community agencies and the
school. These coalitions can coordinate and
advocate for improving the various aspects
of the comprehensive school health
program.