The Proof
is in the Pudding: A Comment
Thomas J. Templin
As past president of the National Association of Sport and Physical
Education, I wish everyone a healthy and productive school year.
As a leader within the premiere association of sport and physical
education professionals, it has been my pleasure to advocate for
excellence in our profession, and advocate for support on national,
state, and local levels.
While I have witnessed some outstanding initiatives and some truly
inspiring professionals, my mind is still "boggled" by
the continued struggle we face to gain status and programmatic legitimacy
in our schools. The data suggesting that many of our youth and adults
in this country remain unfit and overweight persists. The data persists
despite pleas from various organizations such as NASPE, the Centers
for Disease Control and Prevention, the American College of Sports
Medicine, the American Medical Association, the American Heart Association,
and countless other Health and Physical Education organizations
to provide additional support for health and physical education
programs in our schools.
Ironically, the data persists and federal funding for the Carol
White Physical Education Program grants (PEP) is being considered
for significant cuts. As of this writing, a reduction of 65% in
program grants, or nearly 50 million dollars has been proposed by
the Bush administration and the House of Representatives. Whether
or not the Senate will save the day is really up for grabs. "Big
time" lobbying is underway on many fronts, but the situation
is a concern. The question is why is this happening? Why in the
world would funding designed to reverse some of the ugly trends
relative to inactivity and overweight be reduced? Why are our physical
education and health programs mired in low status and hardly given
a chance?
While there may be many answers to these questions, I wonder if
we haven't been our own worst enemies in many cases. That is, have
we produced significant results that bring about confidence, admiration,
and support for our activities? Have we provided compelling reasons
for the continuation of our programs, and funding to help improve
our lot?
I suspect there are some schools, and some great professionals,
that have done very well and have given every reason for others
to support our programs. These schools and individuals should be
our role models. They should be applauded. However, I wonder if
there aren't many programs and professionals that give little reason
for students, parents, school administrators, and governmental agencies
to support our cause - programs and professionals that smear our
status. Professional standards and the indices of quality PE programs
are clear (see www.aahperd.org/naspe),
and those responsible for leading our schools and teaching PE must
implement philosophies and practices tied to sound curriculum and
instruction.
My thesis is that at some point we have to give others every reason
to believe in what we do, and that we make valuable contributions
- life lasting contributions - to those we teach. Only then might
we garner the respect and support that goes beyond a pat on the
back. We have to demonstrate that standards are being met, that
student learning and growth is being accomplished, and that our
programs represent much more than a "release" period in
a child's school day.
We need to show compelling data, both anecdotal and research based,
that reverses the sad demographics of inactivity and overweight/obesity.
This may well lead to the reversal of some ill-conceived local and
state policies that marginalize physical education in the school
curriculum (see NASPE’s recent Shape
of the Nation Report). Furthermore, I predict it will lead to
financial support on a higher level for our programs.
I ask that, as you enter this school year, to think about what
you are trying to achieve as a professional, and its impact not
only on your students, but on the status of our field. Think and
act in ways that have positive consequences at both local and national
levels. Refer to the NASPE website and read about some outstanding
programs (i.e.
STARS) and teachers (i.e. Teachers
of the Year) that give us hope. Ask yourself, "How does
my program and teaching compare to these models?" We need to
provide more proof in our pudding, and I ask you to contribute to
this goal. Why should we expect anything less of ourselves?
Thomas J. Templin
Professor, Purdue University
Past-President, National Association for Sport and Physical Education
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