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Exercise as a punishment in middle schoolers
Replies
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Aaron_K123 wrote: »Here is a quote from the Society of Health and Physical Educators. Note that their policy explicitly says that assigning exercise as a form of punishment is against their policy. Also note the expansive language that clearly states that PE is more than just doing exercises. I've bolded a few choice passages.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspxPolicy and Environment:
Every student is required to take daily physical education in grades K–12, with instruction periods totaling 150 minutes/week in elementary and 225 minutes/week in middle and high school. ″School districts and schools require full inclusion of all students in physical education
School districts and schools do not allow waivers from physical education class time or credit requirements.
School districts and schools do not allow student exemptions from physical education class time or credit requirements.
School districts and schools prohibit students from substituting other activities (e.g., JROTC, interscholastic sports) for physical education class time or credit requirements.
Physical education class size is consistent with that of other subject areas and aligns with school district and school teacher/student ratio policy.
Physical activity is not assigned or withheld as punishment.
Physical education is taught by a state-licensed or state-certified teacher who is endorsed to teach physical education.
Curriculum:
Schools should have a written physical education curriculum for grades K-12 that is sequential and comprehensive.
Physical education curriculum is based on national and/or state standards and grade-level outcomes for physical education.
The physical education curriculum mirrors other school district and school curricula in its design and schedule for periodic review/update.
Appropriate Instruction:
The physical education teacher uses instructional practices and deliberate-practice tasks that support the goals and objectives defined in the school district's/school's physical education curriculum (e.g., differentiated instruction, active engagement, modified activities, self-assessment, self-monitoring).
The physical education teacher evaluates student learning continually to document teacher effectiveness.
The physical education teacher employs instructional practices that engage students in moderate to vigorous physical activity for at least 50 percent of class time.
The physical education teacher ensures the inclusion of all students and makes the necessary adaptations for students with special needs or disabilities.
Student Assessment:
Student assessment is aligned with national and/or state physical education standards and established grade-level outcomes, and is included in the written physical education curriculum along with administration protocols.
Student assessment includes evidence-based practices that measure student achievement in all areas of instruction, including physical fitness.
Grading is related directly to the student learning objectives identified in the written physical education curriculum.
The physical education teacher follows school and school district protocols for reporting and communicating student progress to students and parents.
Physical activity is bodily movement of any type and may include recreational, fitness and sport activities such as jumping rope, playing soccer, lifting weights, as well as daily activities such as walking to the store, taking the stairs or raking the leaves. Similar health benefits to those received during a physical education class are possible during physical activity bouts when the participant is active at an intensity that increases heart rate and produces heavier than normal breathing. SHAPE America recommends implementing a Comprehensive School Physical Activity Program (CSPAP) for students to achieve at least 60 minutes and up to several hours of physical activity per day.
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component approach by which school districts and schools provide multiple opportunities to accumulate 60 minutes of physical activity before, during and after the school day.Physical education is the foundation of the CSPAP model and ensures an opportunity for physical activity for every student in school. Additional opportunities for physical activity throughout the school day include classroom-based movement, recess, intramural sports and various before and after school activities. A CSPAP also includes opportunities for staff, family and community members to engage in physical activity.
The benefits of regular physical activity include:
Reduces the risk for overweight, diabetes and other chronic diseases
Assists in improved academic performance
Helps children feel better about themselves
Reduces the risk for depression and the effects of stress
Helps children prepare to be productive, healthy members of society and
Improves overall quality of life.
Citation: Ballard K, Caldwell D, Dunn C, Hardison A, Newkirk, J, Sanderson M, Thaxton Vodicka S, Thomas C Move More, NC's Recommended Standards For Physical Activity In School. North Carolina DHHS, NC Division of Public Health, Raleigh, NC; 2005.
It is important to understand not only the differences between physical education and physical activity, but also how they work together to develop students' knowledge, skills, and confidence to be physically active for a lifetime. Physical education is where students learn to be physically active and physical activity programs provide opportunities for students to practice what they learn in physical education.Physical activity is not assigned or withheld as punishment.
Is it okay with you if I disagree with that policy or do I have to now change my opinion because someone wrote that down in a rulebook?
I mean what are we trying to accomplish by protecting children against the threat of exercise in gym class exactly?
You are obviously free to disagree with the policy.
But your last sentence seems disingenuous to me. No one is claiming that exercise is a threat. I'm claiming that this teacher's punishment is unwarranted and unfair. Obviously in PE kids should be exercising.
Except that those two statements are mutually exclusive
You can't have both
AndI'm claiming that this teacher's punishment is unwarranted and unfair.Obviously in PE kids should be exercising.
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Aaron_K123 wrote: »Here is a quote from the Society of Health and Physical Educators. Note that their policy explicitly says that assigning exercise as a form of punishment is against their policy. Also note the expansive language that clearly states that PE is more than just doing exercises. I've bolded a few choice passages.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspxPolicy and Environment:
Every student is required to take daily physical education in grades K–12, with instruction periods totaling 150 minutes/week in elementary and 225 minutes/week in middle and high school. ″School districts and schools require full inclusion of all students in physical education
School districts and schools do not allow waivers from physical education class time or credit requirements.
School districts and schools do not allow student exemptions from physical education class time or credit requirements.
School districts and schools prohibit students from substituting other activities (e.g., JROTC, interscholastic sports) for physical education class time or credit requirements.
Physical education class size is consistent with that of other subject areas and aligns with school district and school teacher/student ratio policy.
Physical activity is not assigned or withheld as punishment.
Physical education is taught by a state-licensed or state-certified teacher who is endorsed to teach physical education.
Curriculum:
Schools should have a written physical education curriculum for grades K-12 that is sequential and comprehensive.
Physical education curriculum is based on national and/or state standards and grade-level outcomes for physical education.
The physical education curriculum mirrors other school district and school curricula in its design and schedule for periodic review/update.
Appropriate Instruction:
The physical education teacher uses instructional practices and deliberate-practice tasks that support the goals and objectives defined in the school district's/school's physical education curriculum (e.g., differentiated instruction, active engagement, modified activities, self-assessment, self-monitoring).
The physical education teacher evaluates student learning continually to document teacher effectiveness.
The physical education teacher employs instructional practices that engage students in moderate to vigorous physical activity for at least 50 percent of class time.
The physical education teacher ensures the inclusion of all students and makes the necessary adaptations for students with special needs or disabilities.
Student Assessment:
Student assessment is aligned with national and/or state physical education standards and established grade-level outcomes, and is included in the written physical education curriculum along with administration protocols.
Student assessment includes evidence-based practices that measure student achievement in all areas of instruction, including physical fitness.
Grading is related directly to the student learning objectives identified in the written physical education curriculum.
The physical education teacher follows school and school district protocols for reporting and communicating student progress to students and parents.
Physical activity is bodily movement of any type and may include recreational, fitness and sport activities such as jumping rope, playing soccer, lifting weights, as well as daily activities such as walking to the store, taking the stairs or raking the leaves. Similar health benefits to those received during a physical education class are possible during physical activity bouts when the participant is active at an intensity that increases heart rate and produces heavier than normal breathing. SHAPE America recommends implementing a Comprehensive School Physical Activity Program (CSPAP) for students to achieve at least 60 minutes and up to several hours of physical activity per day.
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component approach by which school districts and schools provide multiple opportunities to accumulate 60 minutes of physical activity before, during and after the school day.Physical education is the foundation of the CSPAP model and ensures an opportunity for physical activity for every student in school. Additional opportunities for physical activity throughout the school day include classroom-based movement, recess, intramural sports and various before and after school activities. A CSPAP also includes opportunities for staff, family and community members to engage in physical activity.
The benefits of regular physical activity include:
Reduces the risk for overweight, diabetes and other chronic diseases
Assists in improved academic performance
Helps children feel better about themselves
Reduces the risk for depression and the effects of stress
Helps children prepare to be productive, healthy members of society and
Improves overall quality of life.
Citation: Ballard K, Caldwell D, Dunn C, Hardison A, Newkirk, J, Sanderson M, Thaxton Vodicka S, Thomas C Move More, NC's Recommended Standards For Physical Activity In School. North Carolina DHHS, NC Division of Public Health, Raleigh, NC; 2005.
It is important to understand not only the differences between physical education and physical activity, but also how they work together to develop students' knowledge, skills, and confidence to be physically active for a lifetime. Physical education is where students learn to be physically active and physical activity programs provide opportunities for students to practice what they learn in physical education.Physical activity is not assigned or withheld as punishment.
Is it okay with you if I disagree with that policy or do I have to now change my opinion because someone wrote that down in a rulebook?
I mean what are we trying to accomplish by protecting children against the threat of exercise in gym class exactly?
You are obviously free to disagree with the policy.
But your last sentence seems disingenuous to me. No one is claiming that exercise is a threat. I'm claiming that this teacher's punishment is unwarranted and unfair. Obviously in PE kids should be exercising.
If exercise is not a threat and is something the kids should obviously be doing in PE, then in what way is exercise a punishment?1 -
stanmann571 wrote: »stanmann571 wrote: »stanmann571 wrote: »
The curriculum is move 45 minutes a day 3-5 days a week.
Anything beyond that is "health class" not Gym... although there's generally a substantial overlap
Ahem. The guidelines of the Society of Health and Physical Educators disagree with you. I'll post an excerpt in another post.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspx
Whole lot of words that say exactly what I did.
Please see my post immediately prior. Especially the part about not assigning exercise as punishment.
Just demonstrates that you have poor reading comprehension skills.
None of that supports your case
Further, here is a position statement from SHAPE which clarifies their position:
https://www.shapeamerica.org//advocacy/positionstatements/pa/upload/Using-Physical-Activity-as-Punishment-2009.pdfA student’s motivation for being physically active by engaging in the important subject matter
content of physical education and sport should never fall victim to the inappropriate use of
physical activity as a disciplinary consequence. SHAPE America supports that view in its
National Standards for Sport Coaches: Quality Coaches, Quality Sports, which states that
coaches should “never use physical activity or peer pressure as a means of disciplining athlete
behavior” (NASPE, 2005, p. 17).
Examples of the inappropriate use of physical activity include:
Withholding physical education class or recess time for students to complete unfinished
school work or as a consequence for misbehavior;
Forcing students to run laps or perform push-ups because of behavioral infractions (e.g.,
showing up late, talking, and disruptive behavior);
Threatening students with physical activity or no physical activity (e.g., no recess, no
game time), and then removing the threat because of good behavior; and
Making students run for losing a game or for poor performance (e.g., missing a foul shot,
dropping the football).
Feel free to disagree with the policy, but its intent is clear.0 -
stanmann571 wrote: »stanmann571 wrote: »
The curriculum is move 45 minutes a day 3-5 days a week.
Anything beyond that is "health class" not Gym... although there's generally a substantial overlap
Ahem. The guidelines of the Society of Health and Physical Educators disagree with you. I'll post an excerpt in another post.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspx
Whole lot of words that say exactly what I did.
Please see my post immediately prior. Especially the part about not assigning exercise as punishment.
But the teacher isn't "assigning exercise as punishment." That's where people are getting emotional. This isn't forcing a kid to do 100 laps in the heat because he mouthed off. This is just changing how gym class (which is supposed to be, by definition, exercise) is run.7 -
singingflutelady wrote: »Not sure why people think that body weight exercises/running isn't part of the curriculum
^^This, and usually it was for one day (and structured via curriculum). If we were screwing around during a game or something, we went to the weight room for the day...
I don't see the issue, it wasn't a big deal.4 -
Kids are such babies these days, and parents are enablers.11
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stanmann571 wrote: »stanmann571 wrote: »stanmann571 wrote: »
The curriculum is move 45 minutes a day 3-5 days a week.
Anything beyond that is "health class" not Gym... although there's generally a substantial overlap
Ahem. The guidelines of the Society of Health and Physical Educators disagree with you. I'll post an excerpt in another post.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspx
Whole lot of words that say exactly what I did.
Please see my post immediately prior. Especially the part about not assigning exercise as punishment.
Just demonstrates that you have poor reading comprehension skills.
None of that supports your case
Further, here is a position statement from SHAPE which clarifies their position:
https://www.shapeamerica.org//advocacy/positionstatements/pa/upload/Using-Physical-Activity-as-Punishment-2009.pdfA student’s motivation for being physically active by engaging in the important subject matter
content of physical education and sport should never fall victim to the inappropriate use of
physical activity as a disciplinary consequence. SHAPE America supports that view in its
National Standards for Sport Coaches: Quality Coaches, Quality Sports, which states that
coaches should “never use physical activity or peer pressure as a means of disciplining athlete
behavior” (NASPE, 2005, p. 17).
Examples of the inappropriate use of physical activity include:
Withholding physical education class or recess time for students to complete unfinished
school work or as a consequence for misbehavior;
Forcing students to run laps or perform push-ups because of behavioral infractions (e.g.,
showing up late, talking, and disruptive behavior);
Threatening students with physical activity or no physical activity (e.g., no recess, no
game time), and then removing the threat because of good behavior; and
Making students run for losing a game or for poor performance (e.g., missing a foul shot,
dropping the football).
Feel free to disagree with the policy, but its intent is clear.
Not sure who this group is, but it's pretty clear they don't understand coaching or Physical training. Making students run for losing a game or for poor performance (e.g., missing a foul shot,
dropping the football).1 -
stanmann571 wrote: »stanmann571 wrote: »stanmann571 wrote: »
The curriculum is move 45 minutes a day 3-5 days a week.
Anything beyond that is "health class" not Gym... although there's generally a substantial overlap
Ahem. The guidelines of the Society of Health and Physical Educators disagree with you. I'll post an excerpt in another post.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspx
Whole lot of words that say exactly what I did.
Please see my post immediately prior. Especially the part about not assigning exercise as punishment.
Just demonstrates that you have poor reading comprehension skills.
None of that supports your case
Further, here is a position statement from SHAPE which clarifies their position:
https://www.shapeamerica.org//advocacy/positionstatements/pa/upload/Using-Physical-Activity-as-Punishment-2009.pdfA student’s motivation for being physically active by engaging in the important subject matter
content of physical education and sport should never fall victim to the inappropriate use of
physical activity as a disciplinary consequence. SHAPE America supports that view in its
National Standards for Sport Coaches: Quality Coaches, Quality Sports, which states that
coaches should “never use physical activity or peer pressure as a means of disciplining athlete
behavior” (NASPE, 2005, p. 17).
Examples of the inappropriate use of physical activity include:
Withholding physical education class or recess time for students to complete unfinished
school work or as a consequence for misbehavior;
Forcing students to run laps or perform push-ups because of behavioral infractions (e.g.,
showing up late, talking, and disruptive behavior);
Threatening students with physical activity or no physical activity (e.g., no recess, no
game time), and then removing the threat because of good behavior; and
Making students run for losing a game or for poor performance (e.g., missing a foul shot,
dropping the football).
Feel free to disagree with the policy, but its intent is clear.
and we are back to this - this occurred during a regularly scheduled PT session - so there is no threat of withholding recess or game time - calisthenics occur as part of a regularly scheduled PT curriculum - just because the teacher is not rewarding cheating (because face it, that is what this is all about) with the continuation of a game in which they were cheating...
i would love to see what NASPE says is an appropriate punishment for cheating...because that is how (and this is me on my soapbox) we end up in a society where an adult cheats in a race and instead of highlighting how wrong it is - the general discussion is - why should I care, it doesn't affect me - allowing cheating early on with punishment to address the wrong doing is as bad1 -
I wonder if the teacher was formerly in the service. Did he make them wear PT belts?0
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I have two children, currently young enough that they are not yet in school. When they do attend school I hope that the school they attend has teachers that are empowered with the ability to provide disciplinary action. They shouldn't be allowed to hit children or lock them in solitary but they certainly should be able to make them run some laps if they mouth off in gym class I mean come on.
I want my children to be resilient because the real world requires resilience. I want them to have discipline because being disciplined is how you become an effective adult. How are they going to become resilient if they aren't made to cope with situations that make them uncomfortable? How are they going to become disciplined if they cannot be punished for misbehavior? If there is an opportunity to discipline them for misbehavior in a way that is actually beneficial to their health while introducing a level of discomfort they then have to cope with then thumbs high up from me.
If we protect them all throughout school years from any sort of discomfort how are they going to survive the inevitable kick to the gut that real life will be giving them at some point. Are we protecting them or are we protecting ourselves because we don't like to see them uncomfortable or upset? Am I really that crazy?10 -
Aaron_K123 wrote: »Aaron_K123 wrote: »Here is a quote from the Society of Health and Physical Educators. Note that their policy explicitly says that assigning exercise as a form of punishment is against their policy. Also note the expansive language that clearly states that PE is more than just doing exercises. I've bolded a few choice passages.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspxPolicy and Environment:
Every student is required to take daily physical education in grades K–12, with instruction periods totaling 150 minutes/week in elementary and 225 minutes/week in middle and high school. ″School districts and schools require full inclusion of all students in physical education
School districts and schools do not allow waivers from physical education class time or credit requirements.
School districts and schools do not allow student exemptions from physical education class time or credit requirements.
School districts and schools prohibit students from substituting other activities (e.g., JROTC, interscholastic sports) for physical education class time or credit requirements.
Physical education class size is consistent with that of other subject areas and aligns with school district and school teacher/student ratio policy.
Physical activity is not assigned or withheld as punishment.
Physical education is taught by a state-licensed or state-certified teacher who is endorsed to teach physical education.
Curriculum:
Schools should have a written physical education curriculum for grades K-12 that is sequential and comprehensive.
Physical education curriculum is based on national and/or state standards and grade-level outcomes for physical education.
The physical education curriculum mirrors other school district and school curricula in its design and schedule for periodic review/update.
Appropriate Instruction:
The physical education teacher uses instructional practices and deliberate-practice tasks that support the goals and objectives defined in the school district's/school's physical education curriculum (e.g., differentiated instruction, active engagement, modified activities, self-assessment, self-monitoring).
The physical education teacher evaluates student learning continually to document teacher effectiveness.
The physical education teacher employs instructional practices that engage students in moderate to vigorous physical activity for at least 50 percent of class time.
The physical education teacher ensures the inclusion of all students and makes the necessary adaptations for students with special needs or disabilities.
Student Assessment:
Student assessment is aligned with national and/or state physical education standards and established grade-level outcomes, and is included in the written physical education curriculum along with administration protocols.
Student assessment includes evidence-based practices that measure student achievement in all areas of instruction, including physical fitness.
Grading is related directly to the student learning objectives identified in the written physical education curriculum.
The physical education teacher follows school and school district protocols for reporting and communicating student progress to students and parents.
Physical activity is bodily movement of any type and may include recreational, fitness and sport activities such as jumping rope, playing soccer, lifting weights, as well as daily activities such as walking to the store, taking the stairs or raking the leaves. Similar health benefits to those received during a physical education class are possible during physical activity bouts when the participant is active at an intensity that increases heart rate and produces heavier than normal breathing. SHAPE America recommends implementing a Comprehensive School Physical Activity Program (CSPAP) for students to achieve at least 60 minutes and up to several hours of physical activity per day.
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component approach by which school districts and schools provide multiple opportunities to accumulate 60 minutes of physical activity before, during and after the school day.Physical education is the foundation of the CSPAP model and ensures an opportunity for physical activity for every student in school. Additional opportunities for physical activity throughout the school day include classroom-based movement, recess, intramural sports and various before and after school activities. A CSPAP also includes opportunities for staff, family and community members to engage in physical activity.
The benefits of regular physical activity include:
Reduces the risk for overweight, diabetes and other chronic diseases
Assists in improved academic performance
Helps children feel better about themselves
Reduces the risk for depression and the effects of stress
Helps children prepare to be productive, healthy members of society and
Improves overall quality of life.
Citation: Ballard K, Caldwell D, Dunn C, Hardison A, Newkirk, J, Sanderson M, Thaxton Vodicka S, Thomas C Move More, NC's Recommended Standards For Physical Activity In School. North Carolina DHHS, NC Division of Public Health, Raleigh, NC; 2005.
It is important to understand not only the differences between physical education and physical activity, but also how they work together to develop students' knowledge, skills, and confidence to be physically active for a lifetime. Physical education is where students learn to be physically active and physical activity programs provide opportunities for students to practice what they learn in physical education.Physical activity is not assigned or withheld as punishment.
Is it okay with you if I disagree with that policy or do I have to now change my opinion because someone wrote that down in a rulebook?
I mean what are we trying to accomplish by protecting children against the threat of exercise in gym class exactly?
You are obviously free to disagree with the policy.
But your last sentence seems disingenuous to me. No one is claiming that exercise is a threat. I'm claiming that this teacher's punishment is unwarranted and unfair. Obviously in PE kids should be exercising.
If exercise is not a threat and is something the kids should obviously be doing in PE, then in what way is exercise a punishment?
I'm sorry, @Aaron_K123 and @stanmann571, it seems that you are willfully misreading me.
I'm going away after this post and may dive in again later today.
Exercise is a necessary component of PE. Exercise is not the sole component of PE. In this particular case, the punishment administered by the teacher was a restriction of the classwork to exercise only, leaving out what are surely important parts of the PE coursework. I'm baffled that almost no one seems to have a problem with that.3 -
Aaron_K123 wrote: »Aaron_K123 wrote: »Here is a quote from the Society of Health and Physical Educators. Note that their policy explicitly says that assigning exercise as a form of punishment is against their policy. Also note the expansive language that clearly states that PE is more than just doing exercises. I've bolded a few choice passages.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspxPolicy and Environment:
Every student is required to take daily physical education in grades K–12, with instruction periods totaling 150 minutes/week in elementary and 225 minutes/week in middle and high school. ″School districts and schools require full inclusion of all students in physical education
School districts and schools do not allow waivers from physical education class time or credit requirements.
School districts and schools do not allow student exemptions from physical education class time or credit requirements.
School districts and schools prohibit students from substituting other activities (e.g., JROTC, interscholastic sports) for physical education class time or credit requirements.
Physical education class size is consistent with that of other subject areas and aligns with school district and school teacher/student ratio policy.
Physical activity is not assigned or withheld as punishment.
Physical education is taught by a state-licensed or state-certified teacher who is endorsed to teach physical education.
Curriculum:
Schools should have a written physical education curriculum for grades K-12 that is sequential and comprehensive.
Physical education curriculum is based on national and/or state standards and grade-level outcomes for physical education.
The physical education curriculum mirrors other school district and school curricula in its design and schedule for periodic review/update.
Appropriate Instruction:
The physical education teacher uses instructional practices and deliberate-practice tasks that support the goals and objectives defined in the school district's/school's physical education curriculum (e.g., differentiated instruction, active engagement, modified activities, self-assessment, self-monitoring).
The physical education teacher evaluates student learning continually to document teacher effectiveness.
The physical education teacher employs instructional practices that engage students in moderate to vigorous physical activity for at least 50 percent of class time.
The physical education teacher ensures the inclusion of all students and makes the necessary adaptations for students with special needs or disabilities.
Student Assessment:
Student assessment is aligned with national and/or state physical education standards and established grade-level outcomes, and is included in the written physical education curriculum along with administration protocols.
Student assessment includes evidence-based practices that measure student achievement in all areas of instruction, including physical fitness.
Grading is related directly to the student learning objectives identified in the written physical education curriculum.
The physical education teacher follows school and school district protocols for reporting and communicating student progress to students and parents.
Physical activity is bodily movement of any type and may include recreational, fitness and sport activities such as jumping rope, playing soccer, lifting weights, as well as daily activities such as walking to the store, taking the stairs or raking the leaves. Similar health benefits to those received during a physical education class are possible during physical activity bouts when the participant is active at an intensity that increases heart rate and produces heavier than normal breathing. SHAPE America recommends implementing a Comprehensive School Physical Activity Program (CSPAP) for students to achieve at least 60 minutes and up to several hours of physical activity per day.
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component approach by which school districts and schools provide multiple opportunities to accumulate 60 minutes of physical activity before, during and after the school day.Physical education is the foundation of the CSPAP model and ensures an opportunity for physical activity for every student in school. Additional opportunities for physical activity throughout the school day include classroom-based movement, recess, intramural sports and various before and after school activities. A CSPAP also includes opportunities for staff, family and community members to engage in physical activity.
The benefits of regular physical activity include:
Reduces the risk for overweight, diabetes and other chronic diseases
Assists in improved academic performance
Helps children feel better about themselves
Reduces the risk for depression and the effects of stress
Helps children prepare to be productive, healthy members of society and
Improves overall quality of life.
Citation: Ballard K, Caldwell D, Dunn C, Hardison A, Newkirk, J, Sanderson M, Thaxton Vodicka S, Thomas C Move More, NC's Recommended Standards For Physical Activity In School. North Carolina DHHS, NC Division of Public Health, Raleigh, NC; 2005.
It is important to understand not only the differences between physical education and physical activity, but also how they work together to develop students' knowledge, skills, and confidence to be physically active for a lifetime. Physical education is where students learn to be physically active and physical activity programs provide opportunities for students to practice what they learn in physical education.Physical activity is not assigned or withheld as punishment.
Is it okay with you if I disagree with that policy or do I have to now change my opinion because someone wrote that down in a rulebook?
I mean what are we trying to accomplish by protecting children against the threat of exercise in gym class exactly?
You are obviously free to disagree with the policy.
But your last sentence seems disingenuous to me. No one is claiming that exercise is a threat. I'm claiming that this teacher's punishment is unwarranted and unfair. Obviously in PE kids should be exercising.
If exercise is not a threat and is something the kids should obviously be doing in PE, then in what way is exercise a punishment?
I'm sorry, @Aaron_K123 and @stanmann571, it seems that you are willfully misreading me.
I'm going away after this post and may dive in again later today.
Exercise is a necessary component of PE. Exercise is not the sole component of PE. In this particular case, the punishment administered by the teacher was a restriction of the classwork to exercise only, leaving out what are surely important parts of the PE coursework. I'm baffled that almost no one seems to have a problem with that.
and what were the "important" parts of the PE coursework? no one has been able to enunciate that0 -
I would like to note that I absolutely loathed PE class as a child, but was active and athletic outside of school. One didn't impact the other. In fact I was receiving zeroes for refusing to dress out in gym in the same year I was traveling to another country to participate in the Junior Olympics.
I also think that making a bunch of cheaters wall sit until they fall over sounds sort of funny. But I really really despise cheaters. Making the whole class endure punishment because of some individuals is inappropriate, lazy, and stupid, but par for the course for coaches, and is a good example of the sort of thing that made me loathe PE class and refuse to dress out.7 -
Aaron_K123 wrote: »Aaron_K123 wrote: »Here is a quote from the Society of Health and Physical Educators. Note that their policy explicitly says that assigning exercise as a form of punishment is against their policy. Also note the expansive language that clearly states that PE is more than just doing exercises. I've bolded a few choice passages.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspxPolicy and Environment:
Every student is required to take daily physical education in grades K–12, with instruction periods totaling 150 minutes/week in elementary and 225 minutes/week in middle and high school. ″School districts and schools require full inclusion of all students in physical education
School districts and schools do not allow waivers from physical education class time or credit requirements.
School districts and schools do not allow student exemptions from physical education class time or credit requirements.
School districts and schools prohibit students from substituting other activities (e.g., JROTC, interscholastic sports) for physical education class time or credit requirements.
Physical education class size is consistent with that of other subject areas and aligns with school district and school teacher/student ratio policy.
Physical activity is not assigned or withheld as punishment.
Physical education is taught by a state-licensed or state-certified teacher who is endorsed to teach physical education.
Curriculum:
Schools should have a written physical education curriculum for grades K-12 that is sequential and comprehensive.
Physical education curriculum is based on national and/or state standards and grade-level outcomes for physical education.
The physical education curriculum mirrors other school district and school curricula in its design and schedule for periodic review/update.
Appropriate Instruction:
The physical education teacher uses instructional practices and deliberate-practice tasks that support the goals and objectives defined in the school district's/school's physical education curriculum (e.g., differentiated instruction, active engagement, modified activities, self-assessment, self-monitoring).
The physical education teacher evaluates student learning continually to document teacher effectiveness.
The physical education teacher employs instructional practices that engage students in moderate to vigorous physical activity for at least 50 percent of class time.
The physical education teacher ensures the inclusion of all students and makes the necessary adaptations for students with special needs or disabilities.
Student Assessment:
Student assessment is aligned with national and/or state physical education standards and established grade-level outcomes, and is included in the written physical education curriculum along with administration protocols.
Student assessment includes evidence-based practices that measure student achievement in all areas of instruction, including physical fitness.
Grading is related directly to the student learning objectives identified in the written physical education curriculum.
The physical education teacher follows school and school district protocols for reporting and communicating student progress to students and parents.
Physical activity is bodily movement of any type and may include recreational, fitness and sport activities such as jumping rope, playing soccer, lifting weights, as well as daily activities such as walking to the store, taking the stairs or raking the leaves. Similar health benefits to those received during a physical education class are possible during physical activity bouts when the participant is active at an intensity that increases heart rate and produces heavier than normal breathing. SHAPE America recommends implementing a Comprehensive School Physical Activity Program (CSPAP) for students to achieve at least 60 minutes and up to several hours of physical activity per day.
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component approach by which school districts and schools provide multiple opportunities to accumulate 60 minutes of physical activity before, during and after the school day.Physical education is the foundation of the CSPAP model and ensures an opportunity for physical activity for every student in school. Additional opportunities for physical activity throughout the school day include classroom-based movement, recess, intramural sports and various before and after school activities. A CSPAP also includes opportunities for staff, family and community members to engage in physical activity.
The benefits of regular physical activity include:
Reduces the risk for overweight, diabetes and other chronic diseases
Assists in improved academic performance
Helps children feel better about themselves
Reduces the risk for depression and the effects of stress
Helps children prepare to be productive, healthy members of society and
Improves overall quality of life.
Citation: Ballard K, Caldwell D, Dunn C, Hardison A, Newkirk, J, Sanderson M, Thaxton Vodicka S, Thomas C Move More, NC's Recommended Standards For Physical Activity In School. North Carolina DHHS, NC Division of Public Health, Raleigh, NC; 2005.
It is important to understand not only the differences between physical education and physical activity, but also how they work together to develop students' knowledge, skills, and confidence to be physically active for a lifetime. Physical education is where students learn to be physically active and physical activity programs provide opportunities for students to practice what they learn in physical education.Physical activity is not assigned or withheld as punishment.
Is it okay with you if I disagree with that policy or do I have to now change my opinion because someone wrote that down in a rulebook?
I mean what are we trying to accomplish by protecting children against the threat of exercise in gym class exactly?
You are obviously free to disagree with the policy.
But your last sentence seems disingenuous to me. No one is claiming that exercise is a threat. I'm claiming that this teacher's punishment is unwarranted and unfair. Obviously in PE kids should be exercising.
If exercise is not a threat and is something the kids should obviously be doing in PE, then in what way is exercise a punishment?
I'm sorry, @Aaron_K123 and @stanmann571, it seems that you are willfully misreading me.
I'm going away after this post and may dive in again later today.
Exercise is a necessary component of PE. Exercise is not the sole component of PE. In this particular case, the punishment administered by the teacher was a restriction of the classwork to exercise only, leaving out what are surely important parts of the PE coursework. I'm baffled that almost no one seems to have a problem with that.
I'd agree with you that this would be inappropriate if this action replaced the rest of the years activities with absolutely nothing but push-ups. I very much doubt that is the case though as that seems unreasonable enough to be unlikely. Isn't it much more likely that this is something that is going to last a week? What in what the OP said makes you think this is some sort of permanent change to the ciriculum?
I'm pretty okay with kids who were abusing a privilege they were given having that privilege removed temporarily as a form of lesson in discipline. I'm sorry but I don't view playing a particular sport as some sort of protected right. I think it would be extreme to remove that privilege forever and I would oppose that but that seems to be just a big assumption you are making that isn't actually backed up by anything.2 -
Aaron_K123 wrote: »Aaron_K123 wrote: »Here is a quote from the Society of Health and Physical Educators. Note that their policy explicitly says that assigning exercise as a form of punishment is against their policy. Also note the expansive language that clearly states that PE is more than just doing exercises. I've bolded a few choice passages.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspxPolicy and Environment:
Every student is required to take daily physical education in grades K–12, with instruction periods totaling 150 minutes/week in elementary and 225 minutes/week in middle and high school. ″School districts and schools require full inclusion of all students in physical education
School districts and schools do not allow waivers from physical education class time or credit requirements.
School districts and schools do not allow student exemptions from physical education class time or credit requirements.
School districts and schools prohibit students from substituting other activities (e.g., JROTC, interscholastic sports) for physical education class time or credit requirements.
Physical education class size is consistent with that of other subject areas and aligns with school district and school teacher/student ratio policy.
Physical activity is not assigned or withheld as punishment.
Physical education is taught by a state-licensed or state-certified teacher who is endorsed to teach physical education.
Curriculum:
Schools should have a written physical education curriculum for grades K-12 that is sequential and comprehensive.
Physical education curriculum is based on national and/or state standards and grade-level outcomes for physical education.
The physical education curriculum mirrors other school district and school curricula in its design and schedule for periodic review/update.
Appropriate Instruction:
The physical education teacher uses instructional practices and deliberate-practice tasks that support the goals and objectives defined in the school district's/school's physical education curriculum (e.g., differentiated instruction, active engagement, modified activities, self-assessment, self-monitoring).
The physical education teacher evaluates student learning continually to document teacher effectiveness.
The physical education teacher employs instructional practices that engage students in moderate to vigorous physical activity for at least 50 percent of class time.
The physical education teacher ensures the inclusion of all students and makes the necessary adaptations for students with special needs or disabilities.
Student Assessment:
Student assessment is aligned with national and/or state physical education standards and established grade-level outcomes, and is included in the written physical education curriculum along with administration protocols.
Student assessment includes evidence-based practices that measure student achievement in all areas of instruction, including physical fitness.
Grading is related directly to the student learning objectives identified in the written physical education curriculum.
The physical education teacher follows school and school district protocols for reporting and communicating student progress to students and parents.
Physical activity is bodily movement of any type and may include recreational, fitness and sport activities such as jumping rope, playing soccer, lifting weights, as well as daily activities such as walking to the store, taking the stairs or raking the leaves. Similar health benefits to those received during a physical education class are possible during physical activity bouts when the participant is active at an intensity that increases heart rate and produces heavier than normal breathing. SHAPE America recommends implementing a Comprehensive School Physical Activity Program (CSPAP) for students to achieve at least 60 minutes and up to several hours of physical activity per day.
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component approach by which school districts and schools provide multiple opportunities to accumulate 60 minutes of physical activity before, during and after the school day.Physical education is the foundation of the CSPAP model and ensures an opportunity for physical activity for every student in school. Additional opportunities for physical activity throughout the school day include classroom-based movement, recess, intramural sports and various before and after school activities. A CSPAP also includes opportunities for staff, family and community members to engage in physical activity.
The benefits of regular physical activity include:
Reduces the risk for overweight, diabetes and other chronic diseases
Assists in improved academic performance
Helps children feel better about themselves
Reduces the risk for depression and the effects of stress
Helps children prepare to be productive, healthy members of society and
Improves overall quality of life.
Citation: Ballard K, Caldwell D, Dunn C, Hardison A, Newkirk, J, Sanderson M, Thaxton Vodicka S, Thomas C Move More, NC's Recommended Standards For Physical Activity In School. North Carolina DHHS, NC Division of Public Health, Raleigh, NC; 2005.
It is important to understand not only the differences between physical education and physical activity, but also how they work together to develop students' knowledge, skills, and confidence to be physically active for a lifetime. Physical education is where students learn to be physically active and physical activity programs provide opportunities for students to practice what they learn in physical education.Physical activity is not assigned or withheld as punishment.
Is it okay with you if I disagree with that policy or do I have to now change my opinion because someone wrote that down in a rulebook?
I mean what are we trying to accomplish by protecting children against the threat of exercise in gym class exactly?
You are obviously free to disagree with the policy.
But your last sentence seems disingenuous to me. No one is claiming that exercise is a threat. I'm claiming that this teacher's punishment is unwarranted and unfair. Obviously in PE kids should be exercising.
If exercise is not a threat and is something the kids should obviously be doing in PE, then in what way is exercise a punishment?
I'm sorry, @Aaron_K123 and @stanmann571, it seems that you are willfully misreading me.
I'm going away after this post and may dive in again later today.
Exercise is a necessary component of PE. Exercise is not the sole component of PE. In this particular case, the punishment administered by the teacher was a restriction of the classwork to exercise only, leaving out what are surely important parts of the PE coursework. I'm baffled that almost no one seems to have a problem with that.
What "important parts"? There's no such thing, or at least there wasn't at my school. Exercise would at least have been useful. Learning the rules of volleyball? Not important.0 -
I'm glad I'm not a teacher. Granted they make sightly more than a night manager at Taco Bell, but they just can't win. It's a job where every decision you make is going to be second guessed by dozens of people and their parents.9
-
I'm going to reply here and then stop because I do have to get to work...
Possibly. You are forming an opinion based upon hearsay and inserting a great deal of confirmation bias based upon a personal negative experience.
I agree that this is based on hearsay, but that's all the information I have. I did note above that I would be in contact with the teacher. And my personal experience is all I have to go on, I'm afraid. But I am also a parent of 4 sons and a Cub Scout leader, so I actually do have some experience in dealing with rowdy, misbehaving kids. I will also add that there seems to be plenty of confirmation bias to go around here.My 6th grade track coach corrected me for slacking off. I spent the next two weeks running events I had little to no experience in. Sure I was angry at first, but accepted responsibility for my actions. Going through this process was a tremendous learning experience.
It's all how you interpret and learn from the event.
I note that this is a coach in a voluntary sport. Not a forced educational process.
Nope - PE coach as part of the mandatory curriculum.
Note that this resulted with the coach suggesting that I try out for the track team after this.0 -
deannalfisher wrote: »Aaron_K123 wrote: »Aaron_K123 wrote: »Here is a quote from the Society of Health and Physical Educators. Note that their policy explicitly says that assigning exercise as a form of punishment is against their policy. Also note the expansive language that clearly states that PE is more than just doing exercises. I've bolded a few choice passages.
https://www.shapeamerica.org/publications/resources/teachingtools/qualitype/pa_vs_pe.aspxPolicy and Environment:
Every student is required to take daily physical education in grades K–12, with instruction periods totaling 150 minutes/week in elementary and 225 minutes/week in middle and high school. ″School districts and schools require full inclusion of all students in physical education
School districts and schools do not allow waivers from physical education class time or credit requirements.
School districts and schools do not allow student exemptions from physical education class time or credit requirements.
School districts and schools prohibit students from substituting other activities (e.g., JROTC, interscholastic sports) for physical education class time or credit requirements.
Physical education class size is consistent with that of other subject areas and aligns with school district and school teacher/student ratio policy.
Physical activity is not assigned or withheld as punishment.
Physical education is taught by a state-licensed or state-certified teacher who is endorsed to teach physical education.
Curriculum:
Schools should have a written physical education curriculum for grades K-12 that is sequential and comprehensive.
Physical education curriculum is based on national and/or state standards and grade-level outcomes for physical education.
The physical education curriculum mirrors other school district and school curricula in its design and schedule for periodic review/update.
Appropriate Instruction:
The physical education teacher uses instructional practices and deliberate-practice tasks that support the goals and objectives defined in the school district's/school's physical education curriculum (e.g., differentiated instruction, active engagement, modified activities, self-assessment, self-monitoring).
The physical education teacher evaluates student learning continually to document teacher effectiveness.
The physical education teacher employs instructional practices that engage students in moderate to vigorous physical activity for at least 50 percent of class time.
The physical education teacher ensures the inclusion of all students and makes the necessary adaptations for students with special needs or disabilities.
Student Assessment:
Student assessment is aligned with national and/or state physical education standards and established grade-level outcomes, and is included in the written physical education curriculum along with administration protocols.
Student assessment includes evidence-based practices that measure student achievement in all areas of instruction, including physical fitness.
Grading is related directly to the student learning objectives identified in the written physical education curriculum.
The physical education teacher follows school and school district protocols for reporting and communicating student progress to students and parents.
Physical activity is bodily movement of any type and may include recreational, fitness and sport activities such as jumping rope, playing soccer, lifting weights, as well as daily activities such as walking to the store, taking the stairs or raking the leaves. Similar health benefits to those received during a physical education class are possible during physical activity bouts when the participant is active at an intensity that increases heart rate and produces heavier than normal breathing. SHAPE America recommends implementing a Comprehensive School Physical Activity Program (CSPAP) for students to achieve at least 60 minutes and up to several hours of physical activity per day.
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component approach by which school districts and schools provide multiple opportunities to accumulate 60 minutes of physical activity before, during and after the school day.Physical education is the foundation of the CSPAP model and ensures an opportunity for physical activity for every student in school. Additional opportunities for physical activity throughout the school day include classroom-based movement, recess, intramural sports and various before and after school activities. A CSPAP also includes opportunities for staff, family and community members to engage in physical activity.
The benefits of regular physical activity include:
Reduces the risk for overweight, diabetes and other chronic diseases
Assists in improved academic performance
Helps children feel better about themselves
Reduces the risk for depression and the effects of stress
Helps children prepare to be productive, healthy members of society and
Improves overall quality of life.
Citation: Ballard K, Caldwell D, Dunn C, Hardison A, Newkirk, J, Sanderson M, Thaxton Vodicka S, Thomas C Move More, NC's Recommended Standards For Physical Activity In School. North Carolina DHHS, NC Division of Public Health, Raleigh, NC; 2005.
It is important to understand not only the differences between physical education and physical activity, but also how they work together to develop students' knowledge, skills, and confidence to be physically active for a lifetime. Physical education is where students learn to be physically active and physical activity programs provide opportunities for students to practice what they learn in physical education.Physical activity is not assigned or withheld as punishment.
Is it okay with you if I disagree with that policy or do I have to now change my opinion because someone wrote that down in a rulebook?
I mean what are we trying to accomplish by protecting children against the threat of exercise in gym class exactly?
You are obviously free to disagree with the policy.
But your last sentence seems disingenuous to me. No one is claiming that exercise is a threat. I'm claiming that this teacher's punishment is unwarranted and unfair. Obviously in PE kids should be exercising.
If exercise is not a threat and is something the kids should obviously be doing in PE, then in what way is exercise a punishment?
I'm sorry, @Aaron_K123 and @stanmann571, it seems that you are willfully misreading me.
I'm going away after this post and may dive in again later today.
Exercise is a necessary component of PE. Exercise is not the sole component of PE. In this particular case, the punishment administered by the teacher was a restriction of the classwork to exercise only, leaving out what are surely important parts of the PE coursework. I'm baffled that almost no one seems to have a problem with that.
and what were the "important" parts of the PE coursework? no one has been able to enunciate that
^^This, I was about to ask the same thing. What did they lose in "course work" by performing one day from a different "lesson".
Does anyone really think the teacher was serious that this is all they'll do the rest of the year? If I had $1 for every time I heard that in middle school....
3 -
NorthCascades wrote: »I'm glad I'm not a teacher. Granted they make sightly more than a night manager at Taco Bell, but they just can't win. It's a job where every decision you make is going to be second guessed by dozens of people and their parents.
Ugh seriously, I cannot think of a job that couples difficulty with lack of pay with thanklessness more than that of a teacher.4 -
I would have the parents doing pushups for complaining about having their kids do pushups.
14 -
I believe that operant conditioning works. Make someone do something and associate bad feelings with it, they will want to avoid it. I use exercise as a way of bonding with my kids. I do some running and footwork drills with them and then we play some active games. I take the time to help shape their characters and develop mental toughness and confidence in them. They LOVE when dad asks if they want to go work out. If I heard a gym teacher was using exercise as a form of punishment I would definitely have some words with them. Sure, get kids to listen, but always consider the message you're sending to the subconscious.4
-
They were not being good sports and were cheating in their game. Personally I think that rather than saying "you have to do 30sec wall sit and if anyone falls we restart" as a punishment (which they are doing, according to what I have been told) why not teach them WHY sportsmanship is important when playing on a team?
I'm a former middle school teach with a M.Ed. and a two sport school coach I have two things...children generally have their moral compos set in their heads by their parents and by the age of 5-6. School is an academic environment that cannot, in the little time a teach may have with a child, undo what has been ingrained in their heads by the people most influential in their life.
By the age of 11, children KNOW "cheating" is wrong, weather in a game or in the classroom. That GYM teacher cannot teach sportsmanship. At that age, it is a moral choice. Peer pressure, however, can get children to do amazing things. I applaud that GYM teacher...because he/she is using the most valuable asset in the classroom...and the GYM is a classroom. He/She is using the power of peer pressure put upon those doing wrong by those doing right to fix themselves.9 -
I agree with most of the above posters...to me, it seems like a completely appropriate punishment for a gym class. If they cannot behave doing the "fun" activities, then having them do the "boring" exercises as punishment seems logical.
We're not talking kids forced to run laps until they vomit because their math homework was late, here. Just the removal of the privilege of playing games as exercise in favour of something less entertaining and more like work.4 -
BTW,
SHAPamerica.org is just one organization and not the policy every athletic department, school or intermural program all over America.
You wrote that it states: " Examples of the inappropriate use of physical activity include:
Withholding physical education class or recess time for students to complete unfinished
school work or as a consequence for misbehavior"
I am not only a former middle school teacher but the parent of a 9yo with poor classroom work ethics. Situations with his biological mother in his formable years put his head on sideways. He has tested exceptionally intellectually gifted...and we work very hard with his teacher to keep him learning. His future can be amazing.
We, his teacher, school, his Dad and I, all subscribe to withholding recess time to complete unfinished school work. He was "recessing" in the classroom when he should have been working on school work. Recess is an earned reward not an entitlement.
I am blessed that the teacher is willing to give up her time for him and the idea that he is entitled to recess outside the classroom when he chooses to not meet obligations is outrageous. He makes that choice and he lives by his choice. Exactly when...if not at this young age, should he be learning responsibilities for his actions? The rules are defined...he knows them...he is not going to get a reward for breaking the rules.
Like a previous poster stated...these kids are not made to exercise until they vomit nor is my son, missing recess to do math a science work going to make him vomit. It may however, teach him responsibility for his actions and decisions...or should that wait until it morphs into a more serious crime?
Honestly...this idea of ENTITLEMENTS is just ridicules.5 -
NorthCascades wrote: »NorthCascades wrote: »
See Jruzer's comment after yours - I was in the same boat as him...
I'm sorry to hear that.
I guess I can't imagine not wanting to ski as an adult because a gym teacher made me do push-ups when I was a child.
Coincidentally, learning to ski was one of the things that got me more into exercising. But that was in spite of my education, not because of it.1 -
Aaron_K123 wrote: »What in what the OP said makes you think this is some sort of permanent change to the ciriculum?
From the OP:My daughter came home the other day (11yrs old, 6th grade) and said that since they didn't follow the rules Friday last week in gym they are only going to be doing exercises--bodyweight stuff--for the rest of the year or until they can prove they can listen and follow rules.
I agree it's unlikely that the punishment would actually last all year, and said so upthread. Honestly I'm responding more to the myriad posters on this thread who seem to think this is totally fine. And since OP asked for opinions, I'm offering and sticking to mine. It's NOT OK.0 -
rheddmobile wrote: »
What "important parts"? There's no such thing, or at least there wasn't at my school. Exercise would at least have been useful. Learning the rules of volleyball? Not important.
If that's the case, then to hell with PE.0 -
I'm going to reply here and then stop because I do have to get to work...
Possibly. You are forming an opinion based upon hearsay and inserting a great deal of confirmation bias based upon a personal negative experience.
I agree that this is based on hearsay, but that's all the information I have. I did note above that I would be in contact with the teacher. And my personal experience is all I have to go on, I'm afraid. But I am also a parent of 4 sons and a Cub Scout leader, so I actually do have some experience in dealing with rowdy, misbehaving kids. I will also add that there seems to be plenty of confirmation bias to go around here.My 6th grade track coach corrected me for slacking off. I spent the next two weeks running events I had little to no experience in. Sure I was angry at first, but accepted responsibility for my actions. Going through this process was a tremendous learning experience.
It's all how you interpret and learn from the event.
I note that this is a coach in a voluntary sport. Not a forced educational process.
Nope - PE coach as part of the mandatory curriculum.
Note that this resulted with the coach suggesting that I try out for the track team after this.
I stand corrected. It sounds like you had a good relationship with your coach.0 -
I'm going to reply here and then stop because I do have to get to work...
Possibly. You are forming an opinion based upon hearsay and inserting a great deal of confirmation bias based upon a personal negative experience.
I agree that this is based on hearsay, but that's all the information I have. I did note above that I would be in contact with the teacher. And my personal experience is all I have to go on, I'm afraid. But I am also a parent of 4 sons and a Cub Scout leader, so I actually do have some experience in dealing with rowdy, misbehaving kids. I will also add that there seems to be plenty of confirmation bias to go around here.My 6th grade track coach corrected me for slacking off. I spent the next two weeks running events I had little to no experience in. Sure I was angry at first, but accepted responsibility for my actions. Going through this process was a tremendous learning experience.
It's all how you interpret and learn from the event.
I note that this is a coach in a voluntary sport. Not a forced educational process.
Nope - PE coach as part of the mandatory curriculum.
Note that this resulted with the coach suggesting that I try out for the track team after this.
I stand corrected. It sounds like you had a good relationship with your coach.
Oh I hated the man during this. I hated PE prior to this and was the class clown. Point is he challenged me to be better than I was. I never would have tried out for sports had it not been for this man.
I believe this has far more to do with the "sales pitch" of the coach. The goal is reaching students and this will take multiple attempts to reach kids. Some will be on board immediately, some need tough love, others a more gentle approach. There is nothing gained by lowering expectations.1 -
lisawolfinger wrote: »BTW,
SHAPamerica.org is just one organization and not the policy every athletic department, school or intermural program all over America.
You wrote that it states: " Examples of the inappropriate use of physical activity include:
Withholding physical education class or recess time for students to complete unfinished
school work or as a consequence for misbehavior"
I am not only a former middle school teacher but the parent of a 9yo with poor classroom work ethics. Situations with his biological mother in his formable years put his head on sideways. He has tested exceptionally intellectually gifted...and we work very hard with his teacher to keep him learning. His future can be amazing.
We, his teacher, school, his Dad and I, all subscribe to withholding recess time to complete unfinished school work. He was "recessing" in the classroom when he should have been working on school work. Recess is an earned reward not an entitlement.
I am blessed that the teacher is willing to give up her time for him and the idea that he is entitled to recess outside the classroom when he chooses to not meet obligations is outrageous. He makes that choice and he lives by his choice. Exactly when...if not at this young age, should he be learning responsibilities for his actions? The rules are defined...he knows them...he is not going to get a reward for breaking the rules.
Like a previous poster stated...these kids are not made to exercise until they vomit nor is my son, missing recess to do math a science work going to make him vomit. It may however, teach him responsibility for his actions and decisions...or should that wait until it morphs into a more serious crime?
Honestly...this idea of ENTITLEMENTS is just ridicules.
Who is talking about entitlements? I'm not. Our 11 yo often has to stay in for recess because he has work to make up. I have no issue with that.
But for crying out loud, if you're going to have gym class, have gym class. If you have mandatory exercise hour instead of PE, fire the PE teacher and get an hourly supervisor who can watch the kids do burpees.2
This discussion has been closed.
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