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Suggestions to Improve SUNY Cortland’s Physical Education Program

My research focused on gathering individual perspectives on physical education

curriculums at all different levels of education. My main goal was to compare physical education

programs K-12 to SUNY Cortland’s physical education program. By interviewing SUNY

Cortland physical education staff, I was able to seek each lecturer or professor's opinion on the

current program and improvements that can be made to each individual course and the program

as a whole. SUNY Cortland’s physical education program is a successful and well-known

program all over the state and beyond. Providing suggestions to enhance the program is key to

successful teacher candidates. 

Overall, the alumni and interviewers spoke very highly of the program. Alumni found

that the program did a good job of preparing them for teaching.  However, some surveyors

believe certain courses could have enhanced their knowledge. I believe the program would

benefit from adding half credit courses including small-space and minimum teaching,

unconventional and international games, incorporating technology in physical education, and

other lifetime activities such as yoga/mindfulness, boxing, and outdoor activities. Providing

certifications for specific classes like yoga and mindfulness would also give teacher candidates

more professional development and be more marketable. 

The alumni survey provided surveyors the opportunity to voice their opinions on courses

they wish were present in the physical education program at Cortland. A common problem many

physical education teachers have during their teaching career is lack of equipment and space.

This might be a result of low school budgets, the gymnasium being occupied for other events, or

large class sizes. In the event of one of these issues arising, physical education teachers must

come up with an alternative plan while ensuring that all students are being physically active and
having high time on task. Creating a course that implements real-life problems in a physical

education department would be beneficial. In this course, teacher candidates would learn ways to

adapt lessons, create equipment using unordinary supplies, and create activities in small   areas.

Oftentimes in large classes, students may have to sit out for parts of the lesson due to lack of

space. This leads to students being unable to reach at least 50% of MVPA in a given lesson and

lack of skill development. This course would lead to teacher candidates to problem solve and

prepare more effectively for their future career.

It is sometimes difficult to figure out the purpose of certain courses and what teacher

candidates should get out of certain classes. Do we have teacher candidates take a wide variety

of activity classes because all the activities will be seen in a teacher’s career or do we have these

courses to give teacher candidates an “edge up” against other teachers? The purposes of different

activity courses sway back and forth between these two ideas. If the purpose of gymnastics is to

provide teacher candidates with a basic knowledge of skills that can be used in a physical

education curriculum, why are gymnastics events practiced for half a semester? Many

interviewers also shared a common opinion where they believed being exposed to gymnastics is

beneficial but the course should just focus on Kidnastics and how to teach basic skills in a

physical education class. In regard to safety, performing gymnastic events is at high risk to

students who aren’t taught properly. Minimizing the gymnastics course into a required half a

credit course will allow teacher candidates to apply Kidnastics skills to a teaching segment and

invest the teacher candidates time into other activities. SUNY Cortland physical education

candidates spent a semester abroad at German Sport Institute in Cologne where certain courses

were facilitated in a weekend course including gymnastics and self-defense.


The study showed that out of fifty physical education teachers, only six incorporate self-

defenses into their curriculum. This poses a question, is a full semester and credit of self-defense

necessary for the teacher candidates at SUNY Cortland? The main goals of the course is to give

teacher candidates knowledge and skills to defend themselves in real life situations. The course

gives teacher candidates mental awareness, respect, confidence, concentration, and techniques in

assault situations. In this course, I believe the course could be shortened into a half a credit

course that just focuses on ways individuals can protect themselves against harm and assault.

Providing self-defense classes that focus on pedagogy and advanced skills could be made into a

separate course as an elective activity class.

Many of the SUNY Cortland staff believed the courses they teach reflect the goals of the

course. However, in Inclusive Activities, the class focuses mainly on providing support and

accommodations to students with physical activities. Physical education teacher candidates

will eventually be teaching a diverse group of learners, therefore expanding the goals of the class

to focus on students with behavioral issues as well as learners where English is the students

second language could provide a more well-rounded course. Similarly, during the survey, several

subjects expressed that they wished they were exposed to floor hockey and lacrosse in the

program since both sports are very prominent in curriculums. Floor hockey and lacrosse could be

added into Team Sport Methods courses curriculum to allow teacher candidate exposure. 

In certain programs, there may be overlap from course to course. When comparing

Health- Related Fitness courses to Weight Training Pedagogy there are too many commonalities.

The purpose of the Health-Related Fitness required course is to have teacher candidates learn

about the five components of fitness, basic nutrition, and how the body reacts to help themselves

achieve a healthy state and then encourage others to do the same. Weight Training Pedagogy
however is an elective activity course that gives teacher candidates the opportunity to feel

comfortable teaching in a weight room while learning in depth, proper technique,

safety, teaching experience, and feedback. The results from the study show that 74% of teachers

incorporate weight training into their physical education curriculum. With such a high

percentage of schools implementing weight training, it is important teacher candidates learn

proper technique and safety to avoid injuries in future students. The weight room can be a

dangerous place and prone to injury, therefore dedicating an entire course to learning all aspects

of weight training and how to plan, instruct, and reflect on teacher candidate’s lessons will

promote success in the future when being exposed to it. Based on the data, weight training is

prominent in physical education programs therefore, preparing teacher candidates to teach

properly in a weight room is essential and should be a required course for all physical education

teacher candidates. 

In conclusion, the question that still remains is how do we all bridge the gap between

what is taught to future physical education teachers and what is implemented into the schools.

Although there’s been a strong movement towards creating effective physical education

programs world-wide through state and national standards and professional training and

instructional supports, the movement truly begins with the educator. To implement all that is

taught in SUNY Cortland’s program, teacher candidates receiving their degrees must continue to

create waves of progress, learn, as the rest of the world continues to swim.

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