TAKE TIME TO MAKE A "U" TURN             
by Gerry Cernicky (about Gerry)

Over the course of many years, as an editor for pelinks4u, I have found that many articles have been influential for subscribers . However, subscribers are not the only individuals who walk away inspired. In fact, there have been many occasions when one of the articles, that my peers or myself have written, has caused me to reflect about the state of physical education and how it has been perceived . The last issue prompted me to wonder how far we have come, and how to keep that progress on the right road. So many things have changed in physical education over the course of my career, and after deep reflection I had to wonder if all of these changes were for the best. Often, when forced to decide which direction to steer my physical education program; I decided to take the road less traveled. However, upon reaching my destination, I quickly realized that a "U" turn seemed to be the best decision.

NEW RESEARCH
There was an interesting article that was placed on the NASPE discussion group that may have positive results to enhance learning in American schools. The article deals with how classroom teachers are redesigning movement restrictions in sedentary classrooms. This will have implications in creating more research-based evidence to allow stimulating environments in the limited spaces of a classroom. It will compliment and further the cause of quality P.E. There is a video link that depicts students standing, not sitting, during classroom instruction. The article reports that this will lead to fitter kids and better test scores . There are swinging footrests provided at each desk, which will make the students more active and awake. It can be found at the following link: Standing for Movement.

QUALITY P.E..
There are so many variables that will decide how much P.E. will be taught in the schools. My main area of interest is "why not," and it has to do with advocacy. When we discuss the "roll out the ball" teachers, it must be examined why such teacher still exist? What kind of background in college did they have? Have they ever been to a conference or state convention? Or even presented at one or an in-service?

I believe in the philosophy of prime-movers. That is, for the final product to take effect it has to have a start somewhere to continue its successful ending. Each school has to have a prime-mover P.E. teacher; an experienced and valued member to disseminate and actually prove that the curriculum is developmentally appropriate, and has found ways to bring that school to its highest level. Going to the conferences/conventions and finding out what really is going on is critical. It allows us to show the administration, parents, community, and those naysayers of past P.E. classes that something new and different is taking place in our classes.

This information has to trickle down from person to person if it is going to be helpful in proving that what we teach is a viable asset to the school district. Even with the obesity crisis at the forefront and the tireless efforts of teachers, schools and organizations/programs still face an uphill battle. Throw in the economic distress, and many schools will be hard pressed to decide what really is important to keep in the curriculum.

I've been an advocate of quality P.E. for many years, and find myself still fighting the fight for all of those who pursue quality P.E. The respect that must be gained is what we give the students. This perception what we teach must be proved every day. We have to go that extra step and take the road less traveled. This means including integration, brain-based activities, technology, and national standards that are held just as important as the classroom teachers.

Many times, I have seen huge classes who spend more time standing around, and less time actually engaging in quality P.E. Even in smaller classes I noticed a lack of variety or substance to help the students maintain healthy lifestyles. The bottom line is that it starts and ends with us, and it is up to us to educate not only parents and school boards, but are own teachers.

How do those people become aware of what is necessary to understand why P.E. should be taught every day? Do we have a GYM Show, field day, or invite people to our classes and see what is really going on? What I'm talking about is leadership! The moment I retired from teaching, all P.E. meetings were cancelled, the Gym Show was thrown out, and soon complacency set in, and that strong hold of importance was broken. Those schools with an exemplary tax base will possibly survive, but my concern are those that will follow the economic strain. Another concern is that ability to educate the students to be active outside the school: ones that have been learned in regular P.E. and transferred to keep the students active for years to come and maintain a healthy and long life.

The next predicament concerns academics. The pressure on the teachers to maintain a high standard is incredible. Add time and space, and you have more problems. It is more than giving the classroom teachers free time; it is a class period that is the most important factor in a students future survival. We still have the power to impact a student’s life, and provide skills that will give them confidence & healthy concepts, which have the potential to last long after their academic career. Last year I visited my former school at a basketball game and talked with some present P.E. teachers."We hate this place," "Our hands are tied, " " It seems everything has gone downhill. " Too many classes, no breaks, no hint of help.

This complacency happens in many schools, and it seems so easy to give up and "throw out that ball" as it appears the easiest thing to do. Something positive must happen to jump start the schools and our proud profession - the greatest job in the world! This can't be done once a week for 40 minutes, but a once a day requirement. Who better to help the obesity epidemic and to bring the health care dilemma to a positive ending? Who? A qualified P.E. teacher who is fortified with experience(s) that will change the way P.E. is perceived. Then, the clamor of quality, every day P.E. will be heard from the classroom to the Capitol steps with a resounding success - because we care. It's our job.

ANOTHER "U" TURN: A GAME PLAN
Much of this observation has been discussed in a past editorial called The Perfect Storm, so make a "U" turn for some resources and background information. Each day there are reports about what a stimulus package will do for education, but there are ways around this dilemma and all we have to do is believe, and make a Game Plan:

• This is our "BIG GAME," and it is appropriate that we give the students, parents, and community an education for a lifetime. Physical education is where the students try a variety of activities to find what they will use for the rest of their lives.
• Join the local, state, and national associations
• Attend conferences, conventions, in-services, and/or be a presenter
• Volunteer for everything at school ( PTA presenter ,etc.)
• Use technology, and keep up to date with core subjects
• Take graduate classes or any extra course work
• Conference with other teachers ( instant messaging, audio, or video sharing)
• Search for ideas at PE CENTRAL, PELINKS4U, PE4LIFE
• Subscribe to HEALTH / PE / DANCE / RECREATION magazines
• Make a PE web page for students, parents, and teachers
• Use P.R. to promote physical education (Gym Show, Junior Olympics, or any way to showcase what we really do)
• Invite parents, school board, and administration into our classes, Field Days, or special occasions
• Each game plan will have a curriculum of study that includes lessons, curriculum mapping, homework, and an understanding that all that is being taught meets the national standards or benchmarks/objectives

MAKE YOUR CLASS GREAT
The key is to provide a class environment that stimulates learning, makes it a fun atmosphere, and is developmentally appropriate. Here are some ideas on how to make your class great:

• Make a commitment that you continually hunt for material, and search for interesting and motivating learning activities.
• Look for what is unique about your class, and what is specifically and identifiably yours.
• Resolve to be special and influential. Visibility and influence are preludes to learning action.
• Create a great class using imagination, creativity, innovation, and taking advantage of every teaching opportunity.
• Resolve to look forward. Make students know where you stand.
• Place students first in every decision and action. Only what students think and need to be successful as individuals and learning counts.
• Deal with change as a positive. Creating a great class is dependent on making the world of the classroom relevant to the world outside of the classroom.

Learning never stops. Each day is an opportunity to learn or try something new. We should spend more time explaining why we teach what we do, and why the topic, approach, or activity is important, interesting, and worthwhile. The teacher’s enthusiasm will be transmitted to the students, who will be more likely to become interested. But, this goes far beyond the classroom because learning takes place outside the classroom, too. The students must continue to learn after the class to prepare them to be lifetime movers for a healthy lifestyle.

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