Physical Education Philosophy Lauren Purvis Ever since I was a little girl I have always wanted to be a physical educator.

My mother and sister are both health and physical educators and after hearing the happiness in their voices as they told their daily incidents, it was definitely one of the reasons for why I want to teach students how to be healthy and active. My physical education program will give students the knowledge and tools such as ways to live a healthy lifestyle for them to be successful and personally responsible individuals for the rest of their lives. I would use the skill themes approach so that my students will be able to demonstrate proficiency in various motor skills. I will base my teaching value orientations on self-actualization and learning process. I plan on using performance-based assessments, so that each individual student can find a way to be successful. I want my students to be able to perform different motor skills, but more importantly I want them to know how and why we practice these movements. By giving students the knowledge for leading a healthy lifestyle for them to use throughout their lives is one of the greatest gifts someone can give to another. By allowing students options in activities, the chance of participation and engagement increases (Lund & Tannehill, 2010). Since I use the skills theme approach for my curriculum, making sure students are at a proper developmental stage is a goal. All students have different talents and skill levels, so by using the learning process value orientation, this mainly focuses on the process rather than the product. This recognizes that there

are many ways to do something well (Lund & Tannehill, 2010). I would also use the self-actualization value orientation, which has a stronger focus on what type of person each student is. This challenges me to try and make each student, the best person they can be. Success is broadly defined and self-evaluation is vital (Lund & Tannehill, 2010). . The type of assessment I use is performance-based. I believe this is an essential part of the learning process for my students and myself. It gives me concrete ideas of how successful my students are and if my teaching styles are effective. I can achieve this through varied assessments such as skill demonstration and cognitive testing that would take place in a formative matter (Graham, Holt, & Parker, 2013). I am an extremely interactive teacher who knows each student well so I know how to make their experience in my class the best it can be. As a physical educator, my main goal is for my students to take the psychomotor, cognitive, and affective knowledge I have given them and apply it for the rest of their lives while always striving to be the best person possible. Students are taught on levels based off their skill, not age, and will be assessed continuously through the performance-based assessment (Graham, Holt, & Parker, 2013). By using the skill themes approach with the self-actualization and learning process value orientations in my curriculum, I strive to impact each individual student to be physically active and the best person they can be. Works Cited

Graham, G., Holt, S., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. (9th ed. p. 15) New York, NY :McGraw-Hill Companies, Inc. Lund, J., & Tannehill, D. (2010). Standards-based physical education curriculum development. (2nd ed. pp 33). Sudbury, MA: Jones and Bartlett Publishers.