ON PHYSICAL EDUCATION

AVITW

I SEE THAT THE COLLECTIVE POPULATION OF THE UNITED STATES IS NOT ONLY GROWING OLDER, BUT IS GAINING IN AVOIRDUPOIS, TO THE POINT WHERE IT IS IMPOSSIBLE TO DISGUISE THE IMBALANCE BETWEEN CALORIES AND PHYSICAL ACTIVITY. IN SCIENTIFIC CIRCLES, THE SEARCH FOR “CAUSAL RELATIONSHIPS” IS PARAMOUNT. HOWEVER, IN THIS SITUATION, THERE ARE “ASSOCIATED FACTORS” SUFFICIENTLY LOGICAL. TO TEMPT ONE TO CONCLUDE THAT THE FORMER MIGHT BE RELATED TO THE LATTER, IF NOT, IN FACT, THE ACTUAL “CULPRIT” IN THE RELATIONSHIP. ALTHOUGH SCHOLARS EXPEND GREAT SUMS OF OTHER PEOPLES’ MONEY SEARCHING FOR MINUSCULE “FACTS” TO SUPPORT THEIR POSITIONS AND DEBATE, IN ARCANE TERMINOLOGY, THE “STATISTICAL PROBABILITIES” OF CAUSE AND EFFECT, NEARLY ALWAYS, THESE LEARNED RESEARCHERS END THEIR WRITTEN REPORT, WITH THE STATEMENT THAT “FURTHER RESEARCH IN NEEDED”, THUS ENSURING THEIR FUTURE ECONOMIC WELFARE, SINCE THE RESOLUTION OF A PROBLEM IN ANY GIVEN AREA OF STUDY, WOULD IMMEDIATELY JUSTIFY THE TERMINATION OF THEIR “LIFE’S WORK”.

GIVEN THE NATURE OF THE “EXPANDING” PROBLEM OF “EXPANDING”, THE AUTHOR HAS THE TEMERITY TO SUGGEST THAT PREVENTION IS PREFERABLE TO DEALING WITH THE CONSEQUENCES OF THIS PHENOMENON. THE IMPORTANCE OF RESEARCH NOTWITHSTANDING, A KEEN GRASP OF THE OBVIOUS IS STILL USEFUL IN THE REAL WORLD. OF COURSE, THE HAPLESS PARENTS OF THE STUDENTS, WITH WHOM WE ARE CONCERNED, ARE ALSO VICTIMS OF THE MALADY AND HAVE ALREADY BEEN RENDERED IMPOTENT BY THE MARKETING GURUS OF THOSE WHO PROFIT FROM “EXPANSION”. THEREFORE, PARENTS ARE IN NO POSITION TO DEAL WITH THE IMPENDING (EXISTING?) CATASTROPHE AND HAVE ACTUALLY BECOME A “PART OF THE PROBLEM, NOT A PART OF THE SOLUTION”.

SOCIETY, WHEN FACED WITH A SERIOUS PROBLEM, HAS TRADITIONALLY TURNED TO MORE FORMAL EDUCATION TO PROVIDE WHAT CANNOT BE PROVIDED ON AN INDIVIDUAL BASIS WITHIN THE HOME ENVIRONMENT. COINCIDENTALLY, IF NOT PROVIDENTIALLY, THE ETERNAL “STEPCHILD” OF EDUCATION, GENERICALLY REFERRED TO AS PHYSICAL EDUCATION, MAY ACTUALLY BECOME THE SECOND MOST IMPORTANT SUBJECT IN THE PUBLIC SCHOOL CURRICULUM? AT LEAST, THAT IS THE THESIS OF THIS TREATISE.

IT SEEMS IMPORTANT TO ACKNOWLEDGE THE PRIMACY OF LANGUAGE IN EDUCATION, FOR WITHOUT COMMUNICATION SKILLS, NOTHING CAN BE TAUGHT OR LEARNED. HOWEVER, IF ONE EXAMINES THE NECESSITIES OF A LIFETIME, AMONG THE PLETHORA OF SUBJECTS AVAILABLE, THERE IS NO OTHER “UNIVERSAL” IN THE CURRICULUM, WHICH HAS THE “POTENTIAL” TO CONTRIBUTE MORE TO THE IMPROVEMENT OF THE QUALITY OF LIFE THAN PHYSICAL EDUCATION. ONE CANNOT DENY THAT ALL PEOPLE MUST FUNCTION IN THE PHYSICAL REALM, REGARDLESS OF THEIR INTELLECTUAL OR SOCIAL STATUS, AND ONE NEEDS ONLY TO LOOK AT THE DANGERS OF MODERN SOCIETY, E.G. INDOLENCE AND INDULGENCE, TO UNDERSTAND THE IMPORTANCE OF PHYSICAL ACTIVITY AS A MAJOR, BUT DISCRETIONARY, COMPONENT IN THE PREVENTION OF OBESITY, WHICH IS FINALLY BEING ACKNOWLEDGED AS A MAJOR IMPEDIMENT TO GOOD HEALTH AND WHICH IS SUBJECT TO MITIGATION. THE OTHER DISCRETIONARY (VOLUNTARY?) COMPONENTS IN MAINTAINING A HEALTHFUL LIFESTYLE ARE THOUGHT TO LIE IN THE AREAS OF NUTRITION, REST AND STRESS MANAGEMENT, THE LATTER BEING, AT LEAST, AN INDIRECT CONSEQUENCE OF PHYSICAL ACTIVITY.

GIVEN THIS SELF EVIDENT AND INCONTROVERTIBLE TRUTH, THERE IS LITTLE NEED FOR ADVOCACY GROUPS OR “ADDITIONAL RESEARCH” TO IDENTIFY THE “SOLUTION” TO THE PROBLEM” AND IT IS “ALMOST” INCOMPREHENSIBLE THAT THE LEADERS OF EDUCATION, THE PARENTS OF EVERY CHILD, THE MEDICAL COMMUNITY AND, EVEN THE GOVERNMENT, DO NOT MANDATE THE TEACHING OF LIFETIME PHYSICAL ACTIVITY SKILLS IN ADDITION TO VIGOROUS PARTICIPATION EVERY DAY OF THE STUDENTS’ LIVES. THE COST/BENEFIT RATIO ALONE SHOULD BE SUFFICIENT TO JUSTIFY SUCH A DECISION. THE BENEFITS OF GOOD HEALTH TO THE INDIVIDUAL AND SOCIETY ARE INCALCULABLE AND IT IS SUGGESTED THAT NO SINGLE EXPENDITURE PROVIDES A GREATER RETURN ON INVESTMENT THAN THE “PROPER” TEACHING OF PHYSICAL EDUCATION. UNTIL PROVEN OTHERWISE, THE AUTHOR’S HYPOTHESIS OF UNIVERSAL NEED AND UNIVERSAL BENEFITS REMAINS.

WITH THE SITUATION SO OBVIOUS, ONE MUST AT LEAST ASK “WHY” THE FAILURE OF SOCIETY TO IMPLEMENT QUALITY PROGRAMS OF PHYSICAL EDUCATION PERSISTS. FORTUNATELY, ONE DOES NOT HAVE TO LOOK FAR FOR THE ANSWERS. A CURSORY EXAMINATION OF WHAT PASSES FOR PHYSICAL EDUCATION, ELICITS VERY FEW EXISTING PROGRAMS, IF ANY, THAT PROVIDE THE EDUCATION REQUIRED TO MEET THE NEED. GIVEN THE LIMITATIONS OF EDUCATIONAL TIME AND FUNDS, THOSE IN POSITIONS OF RESPONSIBILITY, AFTER EVALUATING EXISTING PROGRAMS OF PHYSICAL EDUCATION, HAVE DECIDED, AND RIGHTLY SO, THAT THE STUDENTS’ TIME AND THE SCHOOLS’ RESOURCES CAN BE BETTER UTILIZED IN OTHER AREAS, AT THIS TIME, PREDOMINANTLY READING, MATH AND SCIENCE, WHICH, IT IS ACKNOWLEDGED, DO BENEFIT THE ELITE OF THE COUNTRY IN THE LONG RUN, BUT HAVE LITTLE TO CONTRIBUTE TO THE WELL BEING OF THE MASSES.

WHAT DEVELOPMENTS WITHIN THE FIELD HAVE PROVED SO COUNTER PRODUCTIVE THAT, DESPITE THE URGENT NEED AND OBVIOUS BENEFITS, HAVE LED TO THE MARGINALIZATION OF PHYSICAL EDUCATION? HISTORICALLY, IT CAN BE ARGUED, WITH A GREAT DEAL OF REASON, THAT STUDENTS IN THIS COUNTRY, WITH ITS AGRARIAN ECONOMIC BASE INVOLVING COPIOUS AMOUNTS OF PHYSICAL LABOR THAT LEFT LITTLE TIME FOR RECREATION, DID NOT NEED ADDITIONAL PHYSICAL ACTIVITY. THE RELIGIOUS COROLLARY THAT RECREATION (IDLE TIME) WAS THE DEVIL’S WORKSHOP ONLY ADDED TO THE BIAS AGAINST “WASTING TIME” IN SCHOOL. SINCE THE NATURAL RESTLESSNESS OF CHILDREN COULD EASILY BE ALLEVIATED WITH A FEW MINUTES OF UNPLANNED, AND OFTEN UNSUPERVISED, (UNTIL THE LEGAL PROFESSION DISCOVERED THE LUCRATIVE RESULTS OF SUCH “NEGLIGENCE”) RESPITE CALLED “RECESS”, WHICH ALSO SERVED THE DUAL PURPOSE OF A “BREAK” FOR THE TEACHERS, THAT IS WHAT EVOLVED. THE PERCEPTION, THAT “TEACHING” THE VALUE OF, AND ROAD TO, A LIFETIME OF PHYSICAL ACTIVITY WAS OF LITTLE PRODUCTIVE VALUE, BECAME FIRMLY ENTRENCHED IN EDUCATIONAL PHILOSOPHY.

MOST WOULD CONCUR THAT OUR “CULTURE” UNDERWENT A CATACLYSMIC REVOLUTION WITH THE ADVENT OF WORLD WAR II THAT RESULTED IN A SOCIETY THAT CHANGED FROM AGRARIAN TO INDUSTRIAL, ALBEIT OF NECESSITY, ESSENTIALLY “OVERNIGHT”. IN TERMS OF SOCIAL CHANGE, THE ADULT POPULATION FOUND ITSELF ENGAGED IN, BUT ILL PREPARED FOR, AN EDUCATIONAL AND TECHNOLOGICAL REVOLUTION, THE CONSEQUENCES OF WHICH WERE NOT CONSIDERED IN TERMS OF LIFESTYLE CHANGES WITH HEALTH IMPLICATIONS.

INDIVIDUALS WERE VIRTUALLY TORN FROM AN IDYLLIC EXISTENCE AND PROPELLED INTO THE HORRORS OF WAR AND, WHEN THEY RETURNED TO A PEACEFUL ENVIRONMENT, IT WAS WITH ONE UNIFIED PURPOSE AND THAT WAS TO ENJOY THE PROSPERITY OF PEACE AND CREATE FAMILIES TO SHARE IN THAT PROSPERITY, OTHERWISE KNOWN AS THE “BABY BOOM”. WOMEN, NOW ACCUSTOMED TO WORKING OUTSIDE THE HOME IN AREAS OTHER THAN TEACHING OR NURSING, FORSOOK THE STEPPING STONES TO MARRIAGE OF LOW PAYING CLERICAL OR SALES POSITIONS AND BEGAN TO FOCUS ON THE ADVANTAGES OF TWO INCOMES OVER ONE AND TO IGNORE THE DISADVANTAGES OF SURROGATE CARE FOR THEIR PROGENY (BY MINIMUM WAGE LEVEL INDIVIDUALS) OR THE “TRAP” THAT PRICES WOULD INEVITABLY RISE TO THE ECONOMIC LEVEL OF INCOME, REGARDLESS. WHAT WAS ONCE DISCRETIONARY INCOME TO IMPROVE THE STANDARD OF LIVING, E.G. A BIGGER HOUSE (OR TWO), TWO CARS (OR MORE), COLLEGE TUITION, LAVISH VACATIONS AND “TOYS”, ET. AL. HAS NOW BECOME INCOME OF NECESSITY AND FAMILIES ARE NOW AS ECONOMICALLY TIED DOWN WITH TWO INCOMES AS THEY WERE WITH ONE, PRIOR TO THE WAR, BUT, I DIGRESS.

A MAJOR CONSEQUENCE OF THESE CHANGES WAS THE ADVENT OF “LABOR SAVING” (PHYSICAL ACTIVITY DIMINISHING?) DEVICES AND WAYS OF LIVING THAT MADE AN ACTIVE LIFESTYLE, NOT ONLY UNNECESSARY, BUT, SOCIALLY DEMEANING. WITHOUT A TELEVISION SET, THE HOUSEHOLD WAS AUTOMATICALLY DEEMED ECONOMICALLY DEPRIVED. WITHOUT AN AUTOMATIC TRANSMISSION, A CAR WAS “AUTOMATICALLY” CONSIGNED TO TRANSPORTATION FOR THE LOWER CLASSES. WITHOUT A POWER MOWER (AND LATER, ONE THAT COULD BE RIDDEN, RATHER THAN PUSHED), ONE WAS CONSIGNED TO THE “FLINTSTONE” AGE, AD NAUSEUM, BY ONES PEERS.

CLASSROOM TEACHERS AT THE ELEMENTARY LEVEL, NOT WANTING TO BE INCONVENIENCED BY THE” EXERCISE” OF WALKING OUTSIDE AND STANDING AROUND, BEGAN TO CLAMOR FOR THE SERVICES OF A “PROFESSIONAL” PHYSICAL EDUCATOR TO SUPERVISE “RECESS”, THUS PERPETUATING THE CYCLE OF “USELESS ACTIVITY”, E.G. ACTIVITY FOR THE SAKE OF TAKING UP TIME UNTIL IT WAS TIME TO DO SOMETHING “WORTHWHILE”, NAMELY, ACADEMIC SUBJECTS.

AT THE SECONDARY LEVEL, THERE AROSE A PERCEPTION IN ADMINISTRATION THAT “PHYSICAL EDUCATION” WAS A REALLY GOOD WAY TO “DUMP” A SUFFICIENT NUMBER OF STUDENTS ON TO A PLAYING FIELD (GYMNASIUMS, WERE RATHER MUCH A NOVELTY AT THIS POINT) SO AS TO ALLEVIATE THE OVERCROWDED CLASSROOMS THAT RESULTED FROM ESSENTIALLY UNRESTRAINED PROCREATION. THE FAILURE TO RECOGNIZE THE NEED, AND POTENTIAL OF PHYSICAL EDUCATION TO MEET THE NEED, FOR DEVELOPMENTAL PHYSICAL ACTIVITIES WAS SUBSUMED TO THE ECONOMIC REALITY OF TOO MANY “BODIES” AND TOO FEW RESOURCES, A SUBJECT WITH MUCH GREATER RAMIFICATIONS TODAY, WHICH IS DISCUSSED IN OTHER BLOGS.

THE FEW TEACHERS OF PHYSICAL EDUCATION THAT EXISTED WERE UNPREPARED, EDUCATIONALLY AND/OR PSYCHOLOGICALLY, FOR THEIR FATE. THIS IS NOT TO DEMEAN THE FORERUNNERS OF TRULY PROFESSIONAL TEACHERS OF PHYSICAL EDUCATION, BUT, A MAJORITY OF THESE PEOPLE WERE MORE INTERESTED IN ATHLETIC COMPETITION, RATHER THAN THE FUTURE WELFARE OF THEIR STUDENTS, AND MANY HAD A BACKGROUND IN ANOTHER SUBJECT AREA THAT QUALIFIED THEM FOR A TEACHING CERTIFICATE , BUT LITTLE MORE THAN AN INTEREST AND BACKGROUND IN ONE OR MORE TEAM SPORTS, E.G. THE ATHLETICS OF YOUTH EXTENDED INDEFINITELY INTO ADULTHOOD. FEW HAD MORE THAN CURSORY PROFESSIONAL TRAINING AND THUS MET THE CHALLENGE OF TOO MANY STUDENTS AND TOO FEW FACILITIES AND EQUIPMENT, BY THE UTILIZATION OF TEAM SPORTS, WHERE, A FEW BALLS AND A FEW LINES, OR A FEW BASKETBALL HOOPS, ALLOWED A MULTITUDE OF STUDENTS TO “DO SOMETHING” IN THE ALLOTTED TWENTY FIVE (25) MINUTES BETWEEN GETTING DRESSED FOR PHYSICAL ACTIVITY AND GETTING CLEANED UP FOR THEIR NEXT CLASS.

DURING THIS ERA, THERE ALSO EVOLVED AN ELITIST GROUPING OF TALENTED STUDENTS, OFTEN PROPELLED INTO THE MAELSTROM OF COMPETITIVE SPORTS AT THE URGING OF THEIR FATHERS, (WOMEN’S SPORTS FOLLOWED THIS ILL CONCEIVED MODEL, BUT AT A LATER DATE) WHO LIVED THEIR SHORT CIRCUITED YOUTH THROUGH THEIR PROGENY AND THERE EVOLVED A HIERARCHY OF ATHLETIC SUPERIORITY, E.G. MY SCHOOL CAN BEAT YOUR SCHOOL, THAT OVERWHELMED WHAT COULD HAVE BEEN THE RATIONAL DEVELOPMENT OF A PHYSICAL EDUCATION PROGRAM, TEACHING SKILLS AND ATTITUDES, LEADING TO A LIFETIME OF PHYSICAL ACTIVITY, THUS BENEFITING THE ENTIRE POPULATION.

FOR THOSE STUDENTS NOT QUALIFIED FOR THIS ELITE SOCIAL STRUCTURE, E.G. 90% OF THE MALE STUDENT POPULATION, PHYSICAL EDUCATION BECAME AN EXCRUCIATING EXPERIENCE, FULL OF FAILURE, RIDICULE, EMBARRASSMENT AND AN ACTIVE AVERSION TO BEING EXPOSED TO SUCH ABUSE. IN THEIR SUBSEQUENT ADULTHOOD, THEY STEADFASTLY AVOIDED PHYSICAL ACTIVITY AND ENCOURAGED THEIR PROGENY TO DO LIKEWISE, WHILE THEY ACTIVELY OPPOSED SPENDING TAX DOLLARS FOR SUCH “FOOLISHNESS”.

FORTUNATELY, IN THE HALLS OF HIGHER EDUCATION, THERE EVOLVED A SMALL, BUT INFLUENTIAL CADRE OF EDUCATORS THAT UNDERSTOOD WHAT WAS HAPPENING TO OUR SOCIETY AND TO THE FIELD OF PHYSICAL EDUCATION. STILL, THEY WERE CONSTRAINED BY ADMINISTRATORS TO PROVIDE SUPPORT FOR BOTH THEIR CHOSEN FIELD, E.G. PHYSICAL EDUCATION FOR THE GENERAL POPULATION, K-12, AND THE EVOLVING PREEMINENCE OF VARSITY ATHLETICS.

ONE SHOULD NOT SURMISE FROM THE PREVIOUS STATEMENTS THAT THE AUTHOR DOES NOT SUPPORT ATHLETICS FOR THOSE INTERESTED OR GIFTED IN A GIVEN SPORT. HE DOES, HOWEVER, QUESTION THE PRACTICE OF DEVELOPING AN EDUCATIONAL CURRICULUM AND USING AN INORDINATE AMOUNT OF RESOURCES TO SUPPORT THOSE ACTIVITIES, TO THE DETRIMENT OF THE GENERAL STUDENT BODY WHO DESPERATELY NEEDED TO DEVELOP SKILLS, FITNESS AND A POSITIVE ATTITUDE TOWARD A LIFETIME OF PHYSICAL ACTIVITY, WHICH CAN ONLY HAPPEN THROUGH A PLANNED CURRICULUM OF SEQUENTIAL EXPERIENCES WITH POSITIVE OUTCOMES, AS IS EVIDENCED IN OTHER AREAS OF STUDY, MORE SPECIFICALLY, LANGUAGE ARTS AND MATHEMATICS, IF NOT SCIENCE, MUSIC, ET AL. THE “RANDOM APPLICATION” OF NON-SEQUENTIAL AND UNRELATED PHYSICAL ACTIVITIES DOES NOT SEEM TO PROVIDE A RATIONAL PATH TO THE “PROMISED LAND” OF A LIFETIME OF ENJOYABLE PARTICIPATION IN PHYSICAL ACTIVITY AND THE INHERENT BENEFITS THEREOF.

WHERE MIGHT ONE START IN DETERMINING THE DISCONNECT BETWEEN NEEDS AND PROGRAMS OF PHYSICAL EDUCATION? THE ANSWER, AS OFTEN HAPPENS, LIES WITHIN. BLAMING OUTSIDE FORCES FOR THE IMPERFECTIONS WITHIN OUR FIELD, GAINS LITTLE BUT MORE RESISTANCE. CONTINUING TO EMPHASIZE TEAM SPORTS AND ATHLETICS, OVER A SEQUENTIAL CURRICULUM LEADING TO A LIFETIME OF PHYSICAL ACTIVITY IS OBVIOUSLY THE “INTERNAL PROBLEM”. STAFFING PHYSICAL EDUCATION PROGRAMS WITH INDIVIDUALS WHOSE INTERESTS ARE PRIMARILY ADVANCEMENT IN COACHING, IF NOT A PERSONAL EGO TRIP VIA SUCCESS IN COMPETITIVE SPORTS, IS ANOTHER “PART OF THE PROBLEM, NOT A PART OF THE SOLUTION”.

ALTHOUGH ONE DOES NOT WISH TO ADVOCATE “IMPROVEMENTS” IN PHYSICAL EDUCATION AT THE EXPENSE OF OTHER SUBJECTS, THE “HOUSING” OF COACHES IN OTHER DISCIPLINES, OR HIRING STAFF OUTSIDE OF THE FORMAL EDUCATIONAL SYSTEM, “COULD” GO A LONG WAY TOWARD IMPROVING THE QUALITY OF PHYSICAL EDUCATION PROGRAMS. THE AUTHOR IS NOT SO NAIVE AS TO BELIEVE THAT THE ATHLETIC “GENIE”, HAVING BEEN LOOSED, CAN EVER BE CONFINED AGAIN, IN ORDER TO MAKE VARSITY ATHLETICS THE OPTIMAL EDUCATIONAL DELIVERY SYSTEM IT SHOULD BE FOR “GIFTED STUDENTS” IN THE AREA OF PHYSICAL ACTIVITY, BUT I DIGRESS AGAIN.

HAVING IDENTIFIED THE “GREATER PROBLEM”, E.G. AN INACTIVE POPULATION WITH THE INHERENT HEALTH PROBLEMS THAT LIFESTYLE BRINGS, ONE MUST CAST ABOUT FOR A SOLUTION, OR IN THIS CASE, SEVERAL SOLUTIONS.

PERHAPS, THE FIRST PART OF THE SOLUTION LIES IN A VIABLE CURRICULUM, RATHER THAN THE OLIO OF “PSEUDO” CURRICULA THAT PASS FOR PHYSICAL EDUCATION IN ALL OF ITS DISPARATE FORMS. IF THE GOALS OF PHYSICAL EDUCATION MAY BE ELUCIDATED AS THE DEVELOPMENT OF KNOWLEDGE, SKILLS AND POSITIVE ATTITUDES TOWARD A LIFETIME OF HEALTHFUL PHYSICAL ACTIVITY, PERHAPS SOME RATIONAL GUIDELINES WILL EMERGE. AT THE LOCAL LEVEL, THERE HAVE BEEN NUMEROUS ATTEMPTS TO CREATE A SUBJECT ORIENTED CURRICULUM, WHICH HAVE LITTLE TO SHOW FOR THE PAPER THEY ARE PRINTED ON.

AT THE NATIONAL LEVEL, RESENTMENT RELATED TO THE “STANDARDIZATION” OF A CURRICULUM AND ITS IMPOSITION FROM THE “OUTSIDE” MEANS THAT THERE HAS BEEN LITTLE PROGRESS TOWARD “SAVING THE SHIP” ON WHICH WE ARE ALL RESIDING, WHILE “PROVINCIAL THINKING” AND “POLITICAL INCORRECTNESS” HAS IMPEDED ALL PREVIOUS EFFORTS. PERHAPS THE ANALOGY COULD BE FOUND IN THE TEACHING OF LANGUAGE AS IF IT WERE A “LOCAL” PREROGATIVE AND EACH LOCAL “DIALECT” TAKES PRECEDENCE OVER “STANDARD ENGLISH”, HOWEVER, THAT IS ANOTHER SUBJECT (PRESENTLY UNDER CONSIDERATION).

THE “PERFECT STORM” WAS CREATED WHEN THE OUTSIDE WORLD, LED BY READING AND MATH, INTRUDED BY INSISTING THAT STUDENT OUTCOMES MUST NOW BE STATED IN TERMS OF “PERFORMANCE OBJECTIVES” AND MEASURED BY VARIOUS “EXPERTS”, POSSIBLY WELL INTENTIONED, BUT, STEEPED IN STATISTICAL INFALLIBILITY AND LACKING IN INSIGHT INTO THE TOTALITY OF EDUCATION. THESE INDIVIDUALS, MANY STILL IN POSITIONS OF POWER, THOUGHT IT WAS POSSIBLE TO REDUCE EDUCATION TO MEASURABLE OUTCOMES THROUGH A SERIES OF PAPER AND PENCIL (COMPUTERS AND SCANNERS?) EXAMINATIONS AT SEVERAL GRADE LEVELS AND ATTACHED NUMEROUS CONDITIONS (REWARDS AND PUNISHMENTS) TO THE SUCCESSFUL COMPLETION OF THESE EXERCISES IN FUTILITY.

IT IS THOUGHT THAN MORE THAN ONE STATE COMPILED SEVERAL HUNDRED “PERFORMANCE OBJECTIVES” FROM EACH OF SEVERAL DISCIPLINES AND THEN PILED THE THOUSANDS TO BE TAUGHT ON THE DESKS OF UNSUSPECTING TEACHERS AS THEIR TASK FOR THE YEAR. IT SHOULD NOT HAVE BEEN COMPLETELY UNEXPECTED THAT MOST TEACHERS WERE “NOT OVERLY RECEPTIVE” TO THIS APPROACH, ALTHOUGH IT DID SERVE THE POLITICAL PURPOSES OF THE STATE EDUCATION LEADERS IN EXTENDING THEIR POWER OVER LOCAL SCHOOLS AND CREATING A JUSTIFICATION FOR HUGE INCREASES IN THEIR BUDGETS AND BUREAUCRACIES FROM VARIOUS CLUELESS LEGISLATURES.

THAT IS NOT TO SAY THAT THERE ARE NO BENCH MARKS WITHIN A GIVEN DISCIPLINE, BUT, WHEN THEY WERE BROKEN OUT INTO “PERFORMANCE OBJECTIVES” THE NUMBER OF OUTCOMES POSSIBLE WAS OVERWHELMING. THE TEACHING PROFESSION REMAINS IN CONFLICT ABOUT THE USEFULNESS OF SUCH INTRUSIONS INTO THE PROCESS OF EDUCATION, E.G. THE MEASUREMENT OF KNOWLEDGE DEEMED VALUABLE FOR THE SUBSEQUENT GENERATION, COMMONLY MANDATED BY POLITICIANS ATTEMPTING TO JUSTIFY THEIR EXISTENCE AND/OR EXPENDITURES, ALBEIT AT THE BEHEST OF TEACHER “LOBBIES” SEEKING A LIMITLESS SHARE OF THE “PIE”, E.G. THE TRIED AND TRUE PANACEA OF “THROWING MONEY” AT THE PROBLEM.

OBVIOUSLY, THERE IS CONSIDERABLE ROOM FOR DEBATE ABOUT WHAT IS “VALUABLE” AND HOW TO COMMUNICATE THIS TO STUDENTS. IN OTHER WRITINGS, THE AUTHOR HAS DEALT WITH THE LIMITATIONS OF “TIME BOXES” IN EDUCATION THAT EXIST PRIMARILY FOR THE BENEFIT OF ADMINISTRATORS AND MANAGERS OF DATA IN OTHER “MUSINGS”. THE ONLY THING OF IMPORTANCE THAT REMAINS, IN HIS HUMBLE OPINION, IS WHAT WAS LEARNED, NOT HOW LONG IT TOOK EACH INDIVIDUAL TO ACQUIRE PROFICIENCY OR WHAT METHODS WERE INCORPORATED IN THE PROCESS. THUS, THE CONCEPT OF “COMPETENCY BASED EDUCATION” IS THOUGHT TO BE THE ONLY REASONABLE BASIS FOR DETERMINING THE STATUS OF LEARNING AND, INDIRECTLY, THE QUALITY OF THE EDUCATIONAL SYSTEM.

OBVIOUSLY, EFFICIENCY IN THE TRANSMISSION OF INFORMATION IS DESIRABLE, BUT, IN THE FINAL ANALYSIS, IT IS THE COMPETENCY (LEARNING) WHICH TAKES PLACE THAT MATTERS. ONE DOES NOT QUESTION HOW LONG THE HEART SURGEON OR MECHANIC STUDIED OR BY WHAT METHOD THEY LEARNED. THE ABSOLUTE TEST IS WHETHER THEY ARE “COMPETENT” TO FIX MY BRAKES OR REPLACE MY HEART. SINCE STUDENTS DO NOT LEARN THROUGH THE SAME METHODS, NOR WITHIN THE SAME TIME FRAMES, TESTING, BASED ON LINEAR MEASURES OF TIME, MAY ENSURE THAT “SOME” STUDENTS HAVE MASTERED A GIVEN COMPETENCY AND ARE THEREFORE ENTITLED TO STUDY THE PROXIMATE ONE, IF, IN FACT, THERE IS A COHERENT CURRICULUM IN PLACE. IT DOES NOTHING TO ENSURE THAT ALL STUDENTS MASTER THE SEQUENTIAL LEARNING’S THOUGHT TO CONSTITUTE A REASONABLE EDUCATION IN PREPARATION FOR THE REAL TEST KNOWN AS “LIFE”. IT ALSO DOES NOT HELP THOSE WHO MASTERED THE COMPETENCY IN LESS THAN THE GIVEN “TIME BOX” AND THEN SAT HELPLESSLY “TRAPPED” WHILE SLOWER LEARNERS MADE THEIR WAY TOWARD THE DESIRED GOAL.

LONG AGO, AN EDUCATOR, BY THE NAME OF JEROME BRUNER, DEVELOPED THE CONCEPT OF A “SPIRAL CURRICULUM” WHERE THOSE CONCEPTS AND SKILLS THOUGHT TO BE OF VALUE ARE IMPARTED OVER AND OVER AGAIN, AT INCREASINGLY SOPHISTICATED LEVELS, UNTIL IT IS DETERMINED THAT THE STUDENT IS NOW “COMPETENT” IN WHATEVER GIVEN AREAS THE SOCIETY MANDATES AND IS “FREE” TO ENTER THAT SOCIETY TO BECOME A PRODUCTIVE MEMBER AMONG OTHER COMPETENT GRADUATES. FOR THOSE STUDENTS “SERVING THEIR TIME”, BUT FAILING TO ACHIEVE THESE COMPETENCIES, A CERTIFICATE OF ATTENDANCE IS MORE THAN SUFFICIENT TO RESTORE SOME SIGNIFICANCE TO THE CONCEPT OF A “DIPLOMA”.

INTERESTINGLY, THE USE OF EXPENSIVE TECHNOLOGY, WHICH NOW STRAINS THE RESOURCES OF MOST SCHOOL SYSTEMS AND THE ABILITIES OF MANY TEACHERS, WERE NOT REQUIRED TO REACH COMPETENCY, NOR ARE THEY TO BLAME FOR THE FAILURE TO ACHIEVE COMPETENCY TODAY. A MAJORITY OF THE “GREATEST GENERATION” MANAGED TO BECOME COMPETENT INDIVIDUALS IN FAR MORE SPARTAN SURROUNDINGS AND WITHOUT THE BENEFIT OF THE “THINGS” THEY THEN PROCEEDED TO DEVELOP FOR OTHERS. TECHNICAL TOOLS ARE SIMPLY OPTIONS FOR TEACHING, NOT THE ESSENTIAL “MAGIC BULLET” THAT COMPANIES, WHO MAKE FORTUNES AT THE TAXPAYERS EXPENSE, CLAIM.

FROM THIS VIEWPOINT, THEY ARE MOSTLY STATUS SYMBOLS, NOT UNLIKE THE AFOREMENTIONED TELEVISION OR AUTOMATIC TRANSMISSION. AGAIN, THIS IS NOT TO SPEAK AGAINST TECHNOLOGY, E.G. THE TOOLS IN MODERN SOCIETY, WITH WHICH CHILDREN MUST BECOME FAMILIAR. UNFORTUNATELY, THE AUTHOR HAS OBSERVED THAT MANY STUDENTS ARE OFTEN MORE “COMPETENT’ THAN THEIR TEACHERS IN USING TECHNOLOGY, BUT THAT IS ANOTHER TOPIC.

THE CONTINUED USE OF SUCH TESTING INVOLVING COUNTLESS “BITS OF KNOWLEDGE” CONTINUES TODAY, EVEN THOUGH ALL SUBJECTS, INCLUDING THE SECOND MOST IMPORTANT ONE IN THE CURRICULUM, DO NOT FIT THE “MOLD”, E.G. WRITTEN QUESTIONS AND ANSWERS WITHIN GIVEN “TIME BOXES”. OF COURSE, MANY AREAS ARE NOT SUBJECTED TO THIS EXERCISE IN FUTILITY, SO THERE ARE SOME THINGS FOR WHICH TO BE THANKFUL IN THE PURSUIT OF A COMPREHENSIVE PROGRAM OF PHYSICAL EDUCATION.

MANY YEARS AGO, A SMALL GROUP OF DEDICATED INDIVIDUALS, CAUGHT UP IN THE FRENZY OF “PERFORMANCE OBJECTIVES” MANAGED TO UNDERSTAND THE FUTILITY OF THE PROCESS. WHILE THE STATE WAS MANDATING THE CREATION OF SUCH FRAGMENTS OF EDUCATION AND, AS IS THE WONT OF BUREAUCRACIES, POURING COUNTLESS RESOURCES INTO THE PROCESS, THE DISSENTING EDUCATORS RECOGNIZED THAT PILING HUNDREDS, IF NOT THOUSANDS, OF SUCH ITEMS ON THE DESKS OF HAPLESS TEACHERS WAS NOT THE OPTIMAL APPROACH TO CURRICULUM DEVELOPMENT. OF COURSE, THE ULTIMATUM THAT TEACHING THESE THOUSANDS OF PERFORMANCE OBJECTIVES WAS NOW THE TEACHER’S RESPONSIBILITY AND COUPLING IT WITH THE IMPLIED, IF NOT REAL, THREAT THAT THEY, AS WELL AS THE STUDENTS, WOULD BE GRADED UPON THE RESULTS DID LITTLE TO FOSTER A COOPERATIVE ENVIRONMENT SEEKING REAL ACCOUNTABILITY IN EDUCATION.

THAT THIS GROUP HAPPENED TO BE SOME OF THE MOST DEDICATED PROFESSIONALS IN THE FIELD OF PHYSICAL EDUCATION, GIVES HOPE THAT OUR FIELD CAN BECOME THE LEADER IN EXTRACTING ALL DISCIPLINES FROM THE MORASS STILL IN FASHION (AND WREAKING HAVOC) IN TODAY’S SCHOOLS. IT WAS THOUGHT, WITHIN THIS GROUP, THAT, WITHIN THE HUNDREDS (THOUSANDS?) OF BITS OF INFORMATION, SKILLS AND ATTITUDES, NOW KNOWN AS THE COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DOMAINS OF LEARNING, MUST LIE SOME BASIC AND UNIFYING PRINCIPLES WHICH, IF ELUCIDATED, MIGHT FORM THE FOUNDATION FOR A UNIFORM, SEQUENTIAL CURRICULUM IN PHYSICAL EDUCATION AND OFFER PERCEPTIVE EDUCATORS IN OTHER DISCIPLINES A MODEL TO USE WITHIN THEIR OWN AREAS OF INTEREST.

THIS ERSTWHILE GROUP ACTUALLY SUCCEEDED IN DEVELOPING SUCH A BASIS FOR CURRICULUM DEVELOPMENT WHICH THEY DUBBED “GENERIC COMPETENCIES”. THAT THESE CONCEPTS LIE MOLDERING IN SOME DUSTY ARCHIVE (OR THE DIGITAL EQUIVALENT) IS ONE OF THE GREAT TRAGEDIES WITHIN OUR FIELD, IF NOT FOR ALL OF EDUCATION. STILL AND THANKFULLY, IT IS NOT NECESSARY TO “REINVENT THE WHEEL”, IF TODAY’S LEADERS WISH TO BECOME A PART OF THE “SOLUTION”, BUT, IT WILL TAKE THE PULLING TOGETHER OF ALL PROFESSIONALS TO IMPLEMENT SUCH A CURRICULUM ON A NATIONAL BASIS.

A SECOND PART OF THE PROBLEM LIES WITH THE PEOPLE WHO PRESENTLY OCCUPY TEACHING POSITIONS WHERE LITTLE IS EXPECTED OF THEM, OTHER THAN TO MUDDLE THROUGH AND NOT “ROCK THE BOAT”, IN TERMS OF TRYING TO BREAK WITH THE PAST PRACTICES OF TEAM SPORTS AND THE FRAGMENTED CURRICULUM WHICH OFFERS LITTLE IN THE WAY OF PROGRESSION (THE SPIRAL) TOWARD THE GOAL OF A PHYSICALLY ACTIVE LIFESTYLE “FROM THREE WHEELERS TO THREE WHEELERS”, OR AS THEY ARE MORE COMMONLY KNOWN, TRICYCLES TO MOBILITY SCOOTERS. FOR A SINGLE PHYSICAL EDUCATION TEACHER TO UNDERTAKE SUCH A TASK, WOULD ONLY CAUSE PROBLEMS FOR ALL, AS THEIR JOB USUALLY DEPENDS UPON “GOING ALONG” WITH THE STATUS QUO AND TURNING OUT THE BEST “TEAMS” THEY CAN TO GARNER THE COMMUNITY SUPPORT (CASH?) SO ZEALOUSLY COVETED BY THE EDUCATIONAL ESTABLISHMENT.

ALTHOUGH THERE ARE NOT MANY WILLING “MARTYRS” IN TODAY’S SOCIETY, THERE ARE TREMENDOUS METHODS FOR COMMUNICATING AND COORDINATING SUCH AN EFFORT WITHIN THE UNIVERSITIES THAT PREPARE FUTURE TEACHERS. IT BECOMES A MATTER OF PROVIDING A “NEW” FRAMEWORK TO PREPARE FUTURE TEACHERS AND A “NEW” PHILOSOPHY OF PHYSICAL EDUCATION” ORIENTED TOWARD THE GOAL OF LIFETIME PHYSICAL ACTIVITY, RATHER THAN A WON-LOSS RECORD TO ENSURE THE CONTINUED EMPLOYMENT OF THOSE WHOSE ATHLETIC INTERESTS OUTWEIGH THEIR COMMITMENT TO THIS (NEW?) PHILOSOPHY OF PHYSICAL EDUCATION. ACTUALLY, THIS “NEW PURPOSE” WITHIN THE PROFESSION IS REALLY NOT SO NEW, BUT IT DOES CONFLICT WITH PERCEIVED PRESENT PRACTICES IN MANY PROGRAMS.

COMES NOW THE NEED TO DISCUSS THE QUALIFICATIONS OF THE TEACHERS OF “COMPREHENSIVE PHYSICAL EDUCATION”. OBVIOUSLY, FOR ANYONE ONE TO ENTER THE FIELD, THEY “SHOULD” POSSESS THE DESIRE TO CONTRIBUTE SOMETHING TO THE WORLD IN WHICH THEY LIVE, MORE SPECIFICALLY, CONTRIBUTING BY HELPING YOUNG PEOPLE TO ACQUIRE THE KNOWLEDGE, SKILLS AND ATTITUDES THAT WILL STAY WITH THEM FOR A LIFETIME, INCLUDING THE UNDERSTANDING THAT THIS BEHAVIOR (CONTINUED PHYSICAL ACTIVITY) IS “VITAL” TO THEIR FUTURE WELLBEING, NOT JUST A TEMPORARY “FIX”, AS IS SO COMMON IN THE FIELD OF NUTRITION, UP TO THEIR OBESE CHINS IN “FAD DIETS”.

ALONG WITH THE DEBATE ABOUT WHAT TO TEACH AND HOW TO MEASURE THE SUCCESS OF SCHOOL SYSTEMS AND STUDENTS WITHIN THOSE SYSTEMS, HAS BEEN THE DEBATE AS TO HOW TO ASSESS THE EFFECTIVENESS OF TEACHERS. ANY DISCUSSION OF THIS SUBJECT GENERALLY ELICITS NOTHING BUT CONFRONTATION AND CONFLICT AND, TO MY KNOWLEDGE; THERE IS NO DEFINITIVE SOLUTION TO THE PROBLEM. JUST AS MEMBERS OF THE SUPREME COURT ARE UNABLE TO DEFINE “PORNOGRAPHY”, BUT REMAIN CERTAIN THAT THEY WILL KNOW IT WHEN THEY SEE IT, THE DEFINITION OF A GOOD TEACHER REMAINS MOSTLY IN THE EYES OF THE BEHOLDER.

HOWEVER, SINCE THE IMPLEMENTATION OF A RATIONAL PHILOSOPHY OF PHYSICAL EDUCATION LIES ONLY WITHIN THE PURVIEW OF THOSE IN THE PROFESSION, SOME SUGGESTIONS ARE OFFERED FOR SEPARATING THE “WHEAT FROM THE CHAFF”, WITHIN THE POPULATION OF PRESENT AND FUTURE TEACHERS. CERTAINLY, THOSE INVOLVED IN PHYSICAL EDUCATION FOR THEIR OWN ADVANCEMENT IN COMPETITIVE ATHLETICS DO NOT MEET THE CRITERIA OF HELPING OTHERS AND, AS NOTED BEFORE, ARE MORE APPROPRIATELY HOUSED IN OTHERS AREAS OF THE CURRICULUM, WHERE THEY ARE SEPARATED FROM THOSE WHO DO MEET THE CRITERIA. UNTIL ATHLETICS CEASES TO BE THE “TAIL THAT WAGS THE DOG”, EVERY EFFORT SHOULD BE MADE TO ENCOURAGE “ATHLETES”, AS OPPOSED TO THE MORIBUND CONCEPT OF “STUDENT- ATHLETE”, TO MAJOR IN ANYTHING BUT PHYSICAL EDUCATION AND/OR TO BE TRANSFERRED TO ANY OTHER SUBJECT WITHIN THE SCHOOL, OR TO BE "PROMOTED" OUT OF PHYSICAL EDUCATION COMPLETELY.

THE GRADUAL TRANSITION OF PHYSICAL EDUCATION TO ITS NEW AREA OF CONTRIBUTION TO OVERALL HEALTH IS CERTAINLY LONG OVERDUE. A REVISION OF THE COLLEGE CURRICULUM AND PROFESSIONAL PREPARATION TO INCLUDE BASIC MOVEMENT SKILLS, NUTRITION, SPORT PSYCHOLOGY (REGARDING ATTITUDES TOWARD PARTICIPATION RATHER THAN GAINING A MINUSCULE EDGE IN COMPETITION) AND INDIVIDUAL AND DUAL SPORTS, ALONG WITH PHYSICAL FITNESS, THROUGH A MYRIAD OF EXERCISES IN VOGUE IN THE REAL WORLD, FROM AEROBICS TO ZUMBA, IS LONG OVERDUE.

THE EMPHASIS ON PARTICIPATION “TO THE BEST OF ONES ABILITY” IS MUCH MORE IMPORTANT THAN SOME ARBITRARY STANDARD OF EXCELLENCE AND THE “ENJOYMENT OF THE PROCESS”, RATHER THAN HARASSMENT, IF NOT OUTRIGHT ABUSE, TO MEET SOME ARBITRARY STANDARD, WHICH IS PREVALENT IN SOME, IF NOT ALL PROGRAMS, NEEDS TO BE EMPHASIZED. AGAIN, THE “ABILITY, INTEREST AND WILLINGNESS” TO RUN THE MILE, E.G. “PARTICIPATE”, IS WHAT IS IMPORTANT, NOT WHO COMES IN FIRST. UNDER THE PRESENT SYSTEM, ALL PARTICIPANTS, BUT ONE, ARE “LOSERS”. IS IT ANY WONDER “WE” HAVE BEEN LOOKED UPON WITH DISDAIN, IF NOT OUTRIGHT BELLIGERENCE?

SINCE IT IS BEYOND THE PALE OF REASON AS TO HOW ONE MIGHT SEPARATE THE “GOOD” TEACHERS FROM THE “BAD” TEACHERS, THE FOLLOWING SUGGESTIONS ARE OFFERED AS GUIDELINES, FROM A PERSONAL PERSPECTIVE, AS TO HOW THE AUTHOR MIGHT “DISCRIMINATE” THE FORMER FROM THE LATTER. IT SEEMS THAT GOOD TEACHERS (OF ANY SUBJECT) SHARE THREE BASIC CHARACTERISTICS THAT ARE NOT SO DIFFICULT TO IDENTIFY. ALL OF THE GOOD TEACHERS I EVER KNEW WERE:

1) COMPETENT; IN THEIR SUBJECT MATTER;

2) CARING; ABOUT THE STUDENTS AS INDIVIDUALS;

3) CONSCIENTIOUS; WORKING FAR MORE THAN WHAT IS REQUIRED OF THEM BY ANY CONTRACT, ADMINISTRATOR OR CRITERIA FOR SATISFACTORY PERFORMANCE.

AT THE OTHER END OF THE SPECTRUM WERE TEACHERS WHO EXEMPLIFIED THE OPPOSITE CHARACTERISTICS. THEY UNIFORMLY WERE:

1) INCOMPETENT; TO VARYING DEGREES, IN SUBJECT MATTER;

2) INDIFFERENT; TO THEIR PUPILS AS STUDENTS OR HUMANS;

3) INDOLENT; TO WHATEVER DEGREE POSSIBLE, WITHOUT ENDANGERING THEIR PROTECTED STATUS AS TENURED TEACHERS, SELDOM PARTICIPATING IN PROFESSIONAL ACTIVITIES OR SEEKING ADDITIONAL IN SERVICE TRAINING OR ADVANCED DEGREES, UNLESS MANDATED AND/OR COMPENSATED TO DO SO.

GIVEN THE PRESENT LEGAL QUAGMIRE FACED BY ALL SCHOOL DISTRICTS, IT IS SUGGESTED THAT GRANTING CERTIFICATION TO STUDENTS WHO DO NOT EXHIBIT THE POSITIVE TRAITS NOTED ABOVE IS A CONTRIBUTING FACTOR TO THE NEGATIVE PERCEPTIONS, IF NOT THE REALITY, ASSOCIATED WITH SUSPECT PROGRAMS OF PHYSICAL EDUCATION. THE COROLLARY, FOR THOSE CHARGED WITH PREPARING PHYSICAL EDUCATION TEACHERS OF THE FUTURE, IS TO DEVINE WAYS TO CHANGE THE BEHAVIOR AND THINKING OF THOSE WHO FALL IN THE “I” CATEGORY OR TO ACCEPT THE RESPONSIBILITY FOR DISCRIMINATING BETWEEN THE FORMER AND THE LATTER, SO THAT THEY NEVER RECEIVE THE CHANCE TO BECOME NEGATIVE INFLUENCES WITHIN THE PROFESSION. VAMOS A VER.

JUST AS JUDGES TEND TO ACQUIRE THE “I” CHARACTERISTICS ONCE THEIR POSITIONS ARE GUARANTEED, ONE MUST PONDER THE WISDOM OF GRANTING TENURE AND SERIOUSLY CONSIDER THE QUESTION OF WHETHER ALL TEACHERS SHOULD NOT BE CHALLENGED TO MAINTAIN COMPETENCY, THROUGHOUT THEIR CAREERS, JUST AS THE AFOREMENTIONED DOCTOR AND MECHANIC MUST DO, OR BE HELD ACCOUNTABLE FOR THEIR “FAILURES”, BUT, THAT IS ANOTHER TOPIC.

REMEMBER, THE COMMON GOAL IS EXCELLENCE IN ENHANCING THE QUALITY OF LIFE FOR EACH HUMAN BEING. THAT PHYSICAL EDUCATION LIES IN JUXTAPOSITION TO THE PRIMACY OF LANGUAGE ARTS, WITHIN THE FIELD OF EDUCATION, IS TRULY AN OPPORTUNITY TO BE SEIZED, IF NOT AN HONOR TO BE REALIZED.

ENJOY,

TOM