Teresa

Worthy
ED698
3/12/20
Candidates prepare physically educated students who will be able to:
A. Demonstrate competency in motor and movement skills needed to perform a variety of
physical activities.
B. Apply movement concepts to the learning and performance of physical activities
C. Participate regularly in physical activity.
D. Apply fitness concepts to achieve and maintain a health-enhancing level of personal
fitness.
E. Exhibit personal and social behavior that respects self and others in physical activity
settings.
F. Value physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction

While participating in my teacher preparation program I never anticipated becoming a

physical education teacher. I was completing all of my practicums in the Anchorage School

District where every school had a specialized PE teacher, and I thought this would be the same

when I eventually started teaching. However, here I am, in my first year of teaching, and I am the

only PE teacher for my students. Being a PE teacher has enabled me to find connections between

games, movement, and various content areas, which I am able to use throughout the school day.

For example, I teach an activity called camouflage that integrates PE and science. This activity

combines components of tag and hide and go seek while introducing the concepts of predator-

prey relationships and the role camouflage plays in the food web. It has been very rewarding for

me to see the positive impact that physical education can have on my students’ abilities to get

along and their eagerness to engage in academic subjects.

The artifact I selected to address the physical education standard is a lesson on how to

play toilet tag. In this activity there are two teams. One team is ‘it’ and they need to tag all of the

students on the other team to win. Once tagged, the student must kneel down on one knee and

raise one arm in the air with a bent elbow. Their teammate can then come sit on their knee and

flush the toilet by pulling their arm down. Once they are flushed they can rejoin the game. I

chose to teach students a game because students learn a great deal from playing games. For
Teresa Worthy
ED698
3/12/20
example, in this game students learn to participate cooperatively in a variety of group settings.

According to Slade, Martin, and Watson (2019), play is an effective way to teach motor and

movement skills because it intrinsically motivates students. This intrinsic motivation was

demonstrated during this particular PE lesson by students excitedly running from one another

and making daring attempts at saving their teammates.

Furthermore, play, and physical education in general, can be used as a method to develop

growth mindset amongst students (Jenny & Rhodes, 2017). For instance, in the game almost

every student will be tagged at one point or another. This is a learning experience that shows

students that it is alright to get tagged or be out; It happens to everyone. We need to keep trying

and helping others out in order to win the game. There are always second chances in learning.

Alaska Physical Education Standards state that PE “is essential for the health and well-

being of every Alaskan student including those with special needs,” (Alaska Department of

Education and Early Development, n.d.). I also recognize the need for inclusion in physical

education, which is why I imbedded modifications and accommodations for students with special

needs into my lesson plan. For example, students with mobility issues can use a foam pool toy to

tag students instead of needing to run around. I also provide multiple methods of explaining how

to play the game, such as verbal explanation, modeling, and asking for confirmation of

understanding, in order to engage students with different learning styles and abilities,.

In conclusion, physical education is a subject area that can benefit students both mentally

and physically, which is why it is an integral part of my class’s daily learning. Derby and

Benvenga (2019) state “physical education not only builds a foundation for enjoyment of

lifelong physical activity, but also emphasizes applying the knowledge and skills gained to make
Teresa Worthy
ED698
3/12/20
healthier choices throughout one’s life” (p.22). Teachers must embrace and apply physical

education practices in their teaching in order to foster healthy habits in students.

Teresa Worthy
ED698
3/12/20
References

Alaska Department of Education and Early Development. (n.d). Alaska physical education

standards. Retrieved from https://education.alaska.gov/schoolhealth/pestandards

Derby, B., & Benvenga, E. (2019). When gym met Dewey: The unexpected collaboration of the

library and physical education. Children & Libraries: The Journal of the Association for

Library Service to Children, 17(1), 21–22. Retrieved from

https://doi.org/10.5860/cal.17.1.21

Jenny, S. E., & Rhodes, S. (2017). Physical education professionals developing life skills in

children affected by poverty. Physical Educator, 74(4), 653. Retrieved from https://doi-

org.ezproxy.uas.alaska.edu/10.18666/TPE-2017-V74-I4-7524

Slade, D.G, Martin, A.J. & Watson, G. (2019). Developing a game and learning-centered flexible

teaching model for transforming play. Physical Education and Sport Pedagogy, 24(5),

434-446. DOI: 10.1080/17408989.2019.1616684