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Philosophy Testimonial
Megan Lee
Quality physical education is an integral part of all students schooling experience because
it gives them an opportunity to enhance their learning through the integration of all three learning
domains. Teaching the cognitive, affective, and psychomotor domains means that physical
education teachers have the opportunity to teach the whole child. Each domain is special as it
focuses on the different aspects of a student’s individual education. SHAPE America states that,
“Physical education addresses the three domains of learning: cognitive or mental skills related to
the knowledge of movement; affective, which addresses growth in feelings or attitudes; and
psychomotor, which relates to the manual or physical skills related to movement literacy”
(SHAPE America, 2014, p. 4). Being able to teach every aspect of the student gives physical
education the opportunity to teach students life long skills such as how to be physically active for
life as well as personal and social responsibility. The end goal of my physical education program
is for students to build a positive relationship with PA, learn how to become a success lifetime
I believe that students should leave my classroom with a developed positive relationship
with physical activity. When I say relationship with physical activity I mean that students:
understand and apply the skills and tactics behind being physically active, know how being
physically active effects their lives, as well as understand what they personally enjoy about
physical activity. By building a personal relationship, I believe students will be more likely to
participate in physical activity for a lifetime. The purpose of building a relationship with physical
Philosophy Testimonial 2
activity is that it helps students find meaning in physical activity as it pertains to their own life.
Finding meaning, in turn, helps students value physical activity. The article “Assessing the
meaning standard in physical activity” helps us understand why valuing physical activity is
important, “Students who value physical activity are more likely to participate in physical
activity both as youths as well as adults” (Johnson 2016). To help student build this relationship I
will plan lessons that ask critical questions about students’ experiences with physical activity.
For example, I would pose the question “When participating in your favorite physical activity,
how does it make you feel?”. After the prompt, I would give the students time to write in their
physical activity journal. As students write in their journals they get the opportunity to
comprehend and reflect on how physical activity relates to their lives. The act of posing critical
questions about the students’ individual physical activity relationship helps the students begin to
internalize their experiences leading them to value physical activity. As said above valuing
physical education is the key to having students become active for a lifetime.
While students begin to value physical activity through the building of a positive
relationship with physical activity, they must gain the knowledge to become a lifetime learner.
All students are unique and learn in a variety of different ways. As a teacher I believe in helping
each student learn in a way that works best for them. To accommodate the range of learning
styles in each classroom, I will create a student centered environment. This means that I will
progressively teach students how to take control of their learning. To do this I will begin each
year directing the students and slowly give them more control as they show they are capable of
approaches entail developing students’ ability to become their own teachers and supporting them
Like the quote emphasizes, a student centered environment gives the children the opportunity to
teach themselves, which in turn teaches them how they learn. When students understand how
they learn they are given the tools to become a lifetime learner.
Becoming a lifetime learner and building a relationship with physical activity allow
students to transfer physical education outside of the classroom. When students are learners for a
lifetime, they are given the opportunity to learn new skills in many aspects, not just physical
activity. These learning skills can be used throughout life even after students are no longer in the
classroom. Just like learning for a lifetime transfers physical education outside of the classroom,
so does building a relationship with physical activity. Through the building of a positive
relationship with physical activity, students are more likely to become proponents of lifetime
physical activity. Becoming a physical active individual for a lifetime is something that you
class that will benefit them for life. Through the building of a positive relationship with physical
activity and learning how to become a lifetime learner my students will experience a quality
References
America, SHAPE. (2015). The essential components of physical education. Reston, VA: Author.
Goodyear, V., & Dudley, D. (n.d.). “I’m a facilitator of learning!” Understanding What Teachers
Johnson, T. G. (2016). Physical activity stories: assessing the “meaning standard” in physical
education. JOPERD: The Journal of Physical Education, Recreation & Dance, 87(4),
11–17.