Introduction
Curriculum and teaching in physical education is an issue that requires attention. This is because many schools do not integrate physical education into the curriculum. According to a recent research, physical education activities are important because they help in the holistic development of the students and the teachers.
This is because they facilitate the physical, social, psychological and emotional well-being. As a result, this paper will discuss the concepts of teaching physical education, its role and the effects on the realities of teaching as well as the teachers’ performance. Thereafter, an evaluation of internal consistency will take place. Finally, the paper will end by the changes in the teaching curriculum and the way forward.
Concept of teaching physical education
The concept of teaching is to equip the student with knowledge that will help in personal and societal transformation. The teacher achieves this by student centered learning which entail a shift from the known to unknown (Jewett & Bain, 2010). The students are given a task which they research and then discuss the findings with the teacher. Finally, the students will be empowered with knowledge that helps in changing the society.
The concept of teaching physical education is diverse because of the elusive definition of the subject. According to Bain (2010), the concept is not limited to the curriculum of teaching physical education but it amalgamates the view of the people and the culture in the society. There are five foremost concepts of teaching physical education curriculum. They include biological oriented, pedagologistic education, personalist movement, conformist sport socialization and critical constructive movement.
Naul (2008) states that biological oriented concept concentrate on the training of anatomical as well as physiological variables. On the other hand, pedagologistic education focuses on the overall personal development. Additionally, personalist movement helps the students to realize their competencies and identities.
Furthermore, conformist sport focuses on physical fitness and assisting the students to establish their talents in sports. Lastly, critical constructive movement helps a person to grow socially. In general, the aim of physical education curriculum is to empower an individual with knowledge that will help him or her transform the society.
The futures of the concept of teaching and the concept of teaching physical education curriculum relate to each other in a variety of ways. To begin with, they are all justified and legitimized as in the school subjects.
Secondly, Renson (2008) states that they share a common objective of transforming an individual into a mature person and the society into a better place. Thirdly, both concepts have ways of achieving the goals and objectives. Finally, assessment and evaluation take place to determine if the students have gained the required concepts.
The role of athletics, adapted physical education, health and dance in the concept of physical education
Athletics
Athletics play an imperative role in the concept of physical education. Renson (2008) explains that the aim of athletics is to bring students and teachers in education activities that enhance a healthy lifestyle and facilitate leadership, teamwork and a quest of excellence. The healthy lifestyle helps in the accomplishment of biological oriented concept.
Additionally, athletics help people identify their talents in sports thus personal development. For instance, it assist student to realize the importance of teamwork, gain confidence, perseverance as well as dedication. Moreover, community development takes place through sports.
Additionally, amalgamation of athletics and physical education assist in the development of physical, psychological and social well being of the students. This aid in the facilitation of pedagologistic concept as it enhances the personal development of the students (Bain,2010).
This is because athletics provide competition opportunities that help students achieve personal goals as they focus on perfect performance. Finally, athletics give students opportunity of acquiring sports as well as movement skills that will facilitate life quality in the present and the future.
Adapted physical education
Adapted physical education is a procedure of developing and implementing physical education programs that equip the learners with skills that facilitate wellness (Jewett & Bain, 2010).
This procedure is significant because it ensure that physical education encompass all the five concepts. Adapted physical education achieves this via development of activities that address all the concepts. This is because it operates under the principle that physical education is important for appropriate growth and development.
To begin with, adapted physical education achieves the concept of biological oriented via provision of knowledge about physiological as well as biochemical processes of the body. Secondly, it facilitates the concept of conformist sport socialization through teaching students’ sports behavior and the significance of physical fitness (Armstrong, 2009).
Finally, it aid in the concept of critical constructive movement by assisting the student to realize the importance of physical education as a catharsis. For instance, a student can release emotions and frustrations through physical education thus decreasing the chances of juvenile delinquencies.
Health
Crum (2008) explains that the aspect of health needs to be in the concept of physical education. This is because health is the ultimate aim of physical education. As a result, physical education should contribute to the well being of the students and the teachers. For instance, in the event of a competition, health care personnel need to be present.
This will ensure that people who get injuries during physical education activities receive proper medical attention. Lastly, the environment where physical education activities take place should be safe. For example, there should be no holes or thorns in the playing field. This will reduce the risk of injuries during the physical education activities.
Dance
Dance helps in maintenance of a person’s well being. As a result, it plays several roles in the concept of physical education. To begin with, dance, has an education impact. It helps in motor skills development as well as performance. This help an individual to stay fit. Additionally, it increases the education potential of a student via the positive relationship that exists between the dance and psychosocial development.
Moreover, dance contributes to the concept of pedagologistic education (Tinning, 2010).This is because dance help in the holistic development of a person. For instance, through dance, students are able to acquire the virtue of honesty, teamwork, respect and conforming to policies and regulations. Additionally, dancing competition enhance social and moral development of students. This is because it shifts the students’ attention from illegal activities to productive work.
The effects of concepts of teaching and curriculum in the realities of teaching
The concepts of teaching and curriculum have a variety of effects on the realities of teaching. To begin with, the teaching concept of equipping students with knowledge that help in their transformation affects the reality of unpredictability of outcome (Fernandez, 2010).
This is because neither the student nor the teacher can predict the outcome of teaching. For instance, in a classroom setting, incidental learning usually take place. As a result, students can adapt behaviors and habits that transform them into immoral individuals. Additionally, this concept affects the reality of teaching that requires a beneficial relationship between the teacher and the student (Naul, 2008).
This is because the teacher is required to train students to be better people in the society. Lastly, the concept affects the reality of teaching that states that concern the impact of the attitude of the teacher. This is because teachers influence students’ behaviors. Therefore, the teacher should mould students to be better people by changing their attitudes. This is possible through role-play where the teacher act as model to the students.
According to Tinning (2010), the biological oriented concept and critical constructive movement affect the reality of teaching of drama as well as immediacy of teaching. This reality of teaching states that teaching involves events that keep on changing. As a result, the teacher should concentrate on physical activities that enhance the changing nature of the human body. This is because of the inconsistent outcome of teaching.
For example, an activity like dance can keep some students fit while to others it portrays little effects. Additionally, the biological oriented concept affect reality of teaching that explains the unique nature of teaching experience (Jewett & Bain, 2010). This is because the teacher has to focus on each student in order to enhance his or her physical fitness.
Finally, the concept of pedagologistic education and conformist sport socialization affect the reality of teaching that concern the difficulty in assessment of the student learning. This teaching reality states that it is hard to measure what someone else knows or does not know (Naul, 2010). Since the concept of pedagologistic education concentrate of personal development, it is hard for the teacher to assess it.
This is because some of the things that the students learn are beyond measurement. On the other hand, the concept of personalist movement that help students realize their competencies and identities affect the reality of teaching that concern unpredictability of outcome (Tinning, 2010).
This is because the teacher may not be in a position to know the kind of physical activities that can help a student identify his potential. As a result, the teacher will teach while anticipating that what he is teaching will be of benefit to the students.
The influence of realities of teaching on concepts of teaching and curriculum
There are six basic realities of teaching that influence the concepts of teaching and curriculum. They include unpredictability of outcome, difficulties of assessing learning, the need for learner teacher relationship, the consequences of teachers’ attitude, the drama of teaching and the uniqueness of teaching experience (Jewett & Bain, 2010).
For example, unpredictability of outcome influences all the concepts. This is because neither the teacher nor the learner can determine the outcome of learning and teaching. As a result, the teacher tries to facilitate those activities that he or she thinks are important to the students.
Additionally, difficulty of assessing learning has a major influence on the concept of teaching and curriculum. Therefore, the teacher has to develop assessment techniques that focus on student feedback. For example, the biological oriented concept should focus on the assessment technique that analyzes the effect of physical activities on the students (Naul, 2008).
Additionally, the need for learner teacher relationship influences the concept of critical constructive movement. This is because teaching is a demanding profession and the teacher has to ensure that learning take place. Therefore, a close relationship between the teacher and the learner is likely to facilitate social development.
According to Penny (2009), the consequences of the teachers’ attitude influence the concepts of teaching and curriculum. For instance, the concept of transforming a student is under this teaching reality. This is because what the teacher does has a great impact on the attitude as well as the behavior of the learner. Finally, the drama of teaching and the uniqueness of education experience play an imperative role in the concepts of curriculum. This is because teaching and learning is ever changing.
The existing school programs and the teacher’s performance
The existing school programs influence the teacher’s performance in a variety of ways. To begin with, the supportive administration is imperative in the performance of teachers (Schempp, 2008). This is because it acts as a motivating factor. In a recent research, teachers always perform well when the administration takes care of their needs.
According to the existing school program, teachers are motivated because the administration satisfies their need for development. For instance, it organizes for seminars and fieldworks where teachers learn a lot. Additionally, the field projects help teachers gain diverse knowledge concerning teaching and learning experiences.
Furthermore, the inclusion of physical education into the school program is of great benefit. This is because physical education activities help in the mental, social, psychological and physical development of a person (Laporte, 2009). Therefore, when a teacher engages in physical activities there is a high probability of an increase in his or her performance.
This is because physical education activities will make him or her relax thus energized to produce quality services. As a result, the teacher’s performance will improve. Furthermore, students who take part in physical activities exercises are always ready to learn. This motivates a teacher to teach because students are getting the concepts.
Internal consistency
Concepts of physical education curriculum
Internal consistency is the degree to which tests as well as procedures evaluate similar characteristics or skills (Hardman, 2008). Additionally, it is a measure of specificity between the assessor and the evaluating instrument in the study. The assessor uses it in data interpretation as well as prediction of the results and the relationship that exist among the variables.
In the concept of physical education curriculum, a variety of internal consistency existed. To begin with, the biological oriented concept focuses on the anatomical and physical variation. This makes it hard to evaluate the same characteristics. For example, it is hard for the assessor to determine the person who has the best anatomical structure. Additionally, the concept of pedagogistic education and personal movement portray some challenges in internal consistency.
This is because these concepts attempt to achieve personal development as well as increase in competencies and identities (Naul, 2010). These attributes vary from person to person. As a result, the probability of the measuring instrument being specific is almost zero.
Besides, it is hard for the assessor predict the outcome of these physical education concepts. Finally, the concept of critical constructive movement concentrates on the social growth of a person. The teacher can neither evaluate nor measure this aspect. For instance, the physical education teacher cannot predict that a particular student is going to be social.
Curriculum development
Curriculum development is highly affected by internal consistency. This is because curriculum development is a diverse process that begins with environment assessment and ends with a teaching and learning procedure (Schempp, 2008). During environmental assessment, the teachers may not analyze the same qualities. This is because the different subjects in school have different aims and objectives.
For instance, a physical education teacher has a goal of ensuring that the students develop physically, socially and psychologically. On the other hand, an English teacher aims at ensuring that the students become proficient in spoken and written language. Therefore, curriculum development has different interpretation of data. Additionally, curriculum development process cannot measure or predict the same outcome.
Program implementation
Program implementation usually portrays the greatest challenge to the teachers. This is because different teachers use a variety of methods in the implementation process. The methods include lectures, role-play, simulation, discussion groups, use of posters and narration (Penny, 2009).
The existence of different implementation methods result in internal consistency. For example, a teacher who uses simulation method expects a different result from the one who use posters. Additionally, the skills and the qualities that the different methods assess are not similar. For instance, a teacher who use discussion group would want to assess the understanding of the students. On the contrary, a teacher who uses the narration method would want to evaluate the language proficiency of the students.
Lesson plans
Lesson plan is an imperative tool in the teaching experience. This is because it contains the teaching objectives, learning activities, time and the content (Crum, 2008). Therefore, it directs the teacher in the classromm. Unfortunately, internal consistency usually affects lesson plans. To begin with, it is difficult for the teacher to measure some teaching objectives. Such objectives are the ones that deal with understanding and knowledge.
Additionally, the teacher cannot predict learning activities. This is because students have different intellectual capacities that influence the learning process. Finally, the analysis of how the lesson content focuses on the topic is hard. This is because a teacher may think that he or she has delivered the right content. On the other hand, the students may feel that the content did not match the topic under discussion.
Teaching behaviors
Teaching behaviors involve a variety of activities that focus on speech, non-verbal movements, explanation, organization, interests, task orientation, rapport and participation (Naul, 2010). As a result, the assessment of these activities becomes hard to both the teacher and the students. This increases the level of internal consistency in the teaching behaviors. For example, one cannot assess the teacher’s speech, rapport, non-verbal movement and explanations.
This is because these variables have different qualities. For instance, the assessment of rapport, involve the friendly nature of the teacher. On the contrary, the assessment of participation focuses on the student involvement in the teaching and learning activities. Therefore, specificity cannot exist because the two variables are different. Additionally, in such a situation, it is hard to predict the outcome of the teaching and learning activities.
Student assessment
According to Laporte (2009), student assessment entails evaluation of a particular skill or characteristic to determine if learning took place. The assessment varies from subject to subject. For instance, the assessment of physical education activities is different from other subjects. As a result, the tests cannot assess the same characteristics.
This shows that student assessment portray internal consistency. For example, assessment of physical education activities involve attributes like social, physical and personal development. These attributes cannot be quantified thus an increase in internal consistency. On the other hand, assessment of the different subjects has little consistency. This is because the teacher bases the evaluation on the teaching contents. As a result, the teacher can predict the outcome.
Analysis and evaluation of teaching program
The analysis and evaluation of the teaching program is almost similar to student assessment. The only difference is that it concentrates on the entire teaching program and not the student assessment. Therefore, the extent of internal consistency is slight (Hardman, 2008). This is because teaching programs usually have an overall objective of transforming the students in a positive way.
Therefore, the analysis and evaluation will concentrate on the changes that the student has undergone since the beginning of the teaching program. Additionally, the teacher can predict the student behavior. For example, an ill-mannered student is likely to have a negative impact in the society.
Changes in the teaching program
Finally, the changes in the teaching program also exhibit internal consistency. This depends on the type of changes that have taken place and the parties involved. For example, it is hard to assess and evaluate the changes that take place in the physical education activities.
This is because the effect of physical education activities differs from person to person. On the contrary, the test and measurement of changes that take place in subject teaching is easier. This is because subject teaching has an overall goal of enhancing student performance.
The changes
Many changes concerning the concepts, program plans as well as teaching practices has taken place. For example, the concept of student transformation does not receive great attention. Besides, the physical education concepts are so broad that their attainment becomes difficult.
Additionally, the teachers do not have enough knowledge about program plans. This is because in the current world, program plans keep on changing with the advancement in technology. Finally, the teachers are still using the old teaching practice methods yet there are changes in the curriculum. This makes it hard for the students to gain knowledge. For instance, the use of lecture method is outdated. This is because student centered approach of teaching require maximum involvement of the learners.
The way forward
The way forward involves facilitation of professional development, improvement of the teaching programs and contribution to the field of physical education. To begin with, professional development involves a variety of activities. They include training and seminars (Fernandez, 2010).
Training is a process where teachers attend school to receive education about the current teaching practices. On the other hand, in seminars teachers learn about changes that take place in the curriculum. The training and the seminars lead to professional development as it equip the teachers with the current teaching practices.
Additionally, the improvement of teaching programs involves dedicated teachers. This means that teachers require motivation in order to improve the teaching practices (Armstrong, 2009). As a result, the improvement of teaching programs will focus on the motivation of teachers.
This will include an increase in remunerations, teachers’ appraisals and facilitation of an environment that facilitate teaching. Once the teachers are motivated they are likely to increase their performance. Eventually, the teaching programs will improve. This is because people work best when their needs receive satisfaction.
Finally, the contribution to the field of physical education will involve a number of activities. To begin with, policy development will be the priority. This is because policy provides direction on the activities that form physical education. Additionally, it focuses on the scheduling of the physical education activities. As a result, the policies will concentrate on health and safety, sports, education and the equipment.
Secondly, contribution to the field of physical education will involve supply of the necessary equipment and materials. They include, balls, rackets and badminton sticks. Additionally, the playing grounds will be free from any hazard like holes or thorns. Finally, all the physical education teachers will receive training. This will equip them with knowledge about physical education activities. As a result, they will provide quality training to the students.
Conclusion
In conclusion, physical education is an important aspect of the school program. This is because it helps in the physical and social development of the students and the teachers. As a result, schools should incorporate it into the teaching curriculum. Additionally, teachers should receive training about physical education. This will help them to understand its concept as well as the delivery to the students. In so doing, teaching and learning will become a wonderful experience.
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