Teaching Conflict Resolution and other Social and Emotional Skills in Elementary School Physical Education

Fall is a time for creating a sense of community with your students so that the rest of the school year goes along smoothly. Programs for “Social Emotional Learning” (SEL) and “Character Education” focus on creating positive environments so that no matter what unit you teach your students will benefit in ways beyond the basic acquisition of physical skills. As physical educators, we are ideally positioned to foster a climate for learning via SEL and good character building.

Collaborative for Academic, Social & Emotional Learning (CASEL) is one organization that “works to advance the science and evidence-based practice of social and emotional learning.” Their scientifically rigorous studies of adolescents between ages 5 – 18 show that SEL programs:

  • Are effective in both school and after-school settings and for students with and without behavioral and emotional problems.
  • Are effective for racially and ethnically diverse students from urban, rural, and suburban settings across the K-12 grade range.
  • Improve students’ social-emotional skills, attitudes about self and others, connection to school, and positive social behavior. They also reduce conduct problems and emotional distress.
  • Improve students’ achievement test scores by 11 percentile points.
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Grading as a Motivator

After reading an Op Ed essay in the New York Times about how routine it has become to give kids trophies and how meaningless, too, I thought of the year I transferred to a “REDBOOK” school of national excellence, with a much heralded principal who took the time to come to all gym classes to tell them that they are all “A” students, and make it clear to me that 98% of the student body passed “gym” every year. I cannot tell you how excited I was to be working with such a great group in such a great school. It took just a few weeks for the truth to reveal itself.

Classes, mine and everyone else’s, had 20% sitting out every day. After recognizing the extent of the apathy, and how none of my colleagues seemed to mind, I knew if I was to get the kind of participation I was used to I needed to change the culture – something which would take a while and likely be a shock to a few people. Knowing full well that it would be politically incorrect to rock the boat, and if I didn’t I would be a very well-paid babysitter, I instead opted to teach – not to cheerlead – once again. Again you ask? When was the first time?

Background

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PE’s Got Talent: How to Advocate for Quality Physical Education…Really

Want a fall activity that is student centered, standards based, creates authentic, exciting, entertaining learning experiences that can be used K-12 and demonstrates the quality and importance of a Physical Education Class? Try a PE’s Got Talent show based on the popular TV series “America’s Got Talent.”

America’s Got Talent sparked my attention and inspired me because of the number of acts that included some type of physical activity or physical skill. Twenty-six of the sixty-one contestants invited to perform in New York City demonstrated some type of physical skill. The acts were amazing and included, dance, rhythmic activities, feats of balance, and displays of strength. Now children are emulating these performances.

Recently I noticed a group of students doing tricks on pogo sticks while another was riding a scooter in patterns around them. All in front of a panel of judging peers. In this article, I’ll explain how a PE’s Got Talent show can be implemented, and suggest ways for not only showcasing the benefits of Physical Education but also demonstrate methods for keeping students motivated to participate and hopefully be more active outside school as well.

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Thoughts about SHAPE America

Since AAHPERD president Gale Wiedow announced the proposed new name for AAHPERD, similar to Chuck Corbin I’ve had mixed personal feelings and heard both positive and negative comments from others. But on one thing we can all agree. For our professional association to move forward it’s pretty obvious that everything can’t stay the same. So it makes sense that we should consider a new name.

As a former NASPE President I confess I’m pretty attached to the NASPE name and its public recognition as the professional association for physical educators. A few years ago our Canadian colleagues converted themselves to PHE Canada – a name that I also like but recognize that the thought of copying Canadians would be an anathema for many Americans! More recently, our nutrition colleagues renamed themselves to the daft sounding acronym “AND” yet it doesn’t seem to have negatively affected their 75,000 and growing membership.

So where does that leave me? For the past few years I’ve spent much of my time deliberating about the future of public school physical education. It’s something that concerns me, especially in this era of rapid and often irreversible change. I’ve asked myself not only “What is the future of public school physical education?” but more worryingly, “Is there a future for public school physical education?” Of course I’m convinced that there is a need for America’s youth to be physically educated, but worried about the status and support for physical education and the teaching profession.

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Society of Health and Physical Educators, America (SHAPE America) Gets My Vote

Roberta Park, a noted physical education historian, has suggested that physical education (and I would also include health education) can become the renaissance field of the 21st century. She makes the case that medicine was a fledgling field prior to 1900, but became the renaissance field of the 20th century. The development of the medical sciences, strong delivery programs (treatment, prevention, and promotion), strong medical training programs, and a strong professional organization were the keys.

At this point in our professional history I believe that Park makes a good point! Health and physical educators are primed to do good things in the years ahead. Our ever-evolving scientific base has grown in recent years, just as medicine’s did in the previous century. We have the support of major medical groups (AMA, AHA, AAP, IOM), governmental groups (CDC, PCFSN, USDHHS), and other well-known public and professional organization (ACSM, NFL, NAK, NAKHE) to name only a few. In addition, the prestigious Institute of Medicine (IOM) recently published two reports related to our field. New standards for teacher education bode well for improved teacher education in our field, a necessary prerequisite for the type of success enjoyed by the field of medicine.

Major initiatives have been implemented in support of Comprehensive School Physical Activity Programs (CSPAPS) with quality physical education as the centerpiece (CDC, AAHPERD). Comprehensive health education is also a strong priority of the CDC and other groups. We have a new cooperative agreement for a Presidential Youth Fitness Program (PYFP) supported by multiple cooperating agencies including AAHPERD, Physical Best, the President’s Council, the Cooper Institute (FITNESSGRAM®), AAU, CDC, and the new National Foundation for Fitness, Sports, and Nutrition (NFFSN). Parental support for health and physical education is also strong. According to a Harvard survey, more than 90% of parents support health and physical education in the schools.

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Early Intervention Assessment Tool for Adapted Physical Educators

The Individuals with Disabilities Education Act (IDEA) of 1986 Part C expanded the definition of “disabilities” to include children from birth to age 2 and their families and made them eligible to receive early intervention services. Included within these early intervention services was motor/physical development for infants and toddlers with developmental delays or at risk of delays. Currently, through IDEA approximately 350,000 infants and toddlers with disabilities are served. These intervention strategies for motor delays should be conducted by adapted physical educators. Further, adapted physical educators should also consider cognitive, language/speech, self-help skills, and emotional needs of the infant and toddler.

Shown below is an easy-to-follow assessment tool that adapted physical educators can use to identify possible delays and provides strategies for intervention. The assessment has physical, social, and language skills group by age appropriate expectations. Further, suggestions are given to help with intervention. For example, the assessment would identify a motor delay if a toddler 2 years old cannot stand and is just beginning to crawl. In this instance, intervention by an adapted physical educator could focus training on standing, cruising, and leg strength activities.

Physical Social Language Consultation & Intervention
The 1st Month Weight 7-8 lbs.

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Exploring the -isms: Tips and Techniques to Use When Teaching about Racism and Sexism

Introduction

Teaching is both a skill and an art form. Creating an environment that supports student exploration and growth can be a daunting endeavor especially when the topics of conversation are challenging. Creating a safe space where people feel comfortable to share their perspectives on sensitive issues is difficult. In the classes I teach, I often focus conversations regarding the impact of –ism’s – i.e. racism, sexism, classism, etc. – on thoughts and actions. It’s often challenging to facilitate open and honest discussions on subjects like these not only because the topics are sensitive to address, but because students are hesitant to share personal perspectives for fear of offending classmates.

Often my students will say things like, “Dr. Van Mullem….Why do we have to talk about this stuff? These things (i.e. racism, sexism, classism, etc.) are no longer a problem.” Many people are uncomfortable with exploring societal –isms because the -isms, in fact still are a problem. Society continues to battle prejudice every day.

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