Roundtable Discussion

Article: Teaching Responsibility in Physical Education: Standards, Outcomes, and Beyond

Source: Journal of physical education, recreation and dance 2001 vol. 72 iss. 9

The main purpose of this article is to discuss the incorporation of personal responsibility into the PE classroom as well as everyday life in compliance with the fifth standard for physical education which states: A physically educated person demonstrates responsible personal and social behavior in physical activity settings.

There have been several definitions of responsible behavior presented, but the main idea stated in the article says a responsibility requires students to learn how to become accountable for their own wellbeing and for contributions to others’ wellbeing both inside and outside of the gymnasium. The article brings a good point, unless responsibility is made a part of a student’s belief system, it is unlikely to be transferred to their lifestyles.

It is important to realize that if responsibility is to be taught, its concepts must be clearly defined, and activity base needs to require these concepts. A simple concept of throwing can include responsibility concepts when emphasis is placed on an individual’s awareness and control of their body, or by setting a personal goal before they begin their activity. It is important to incorporate responsibility into your teachings, but it should not be solely the main focus, psychomotor aspects should still rank higher.

Some methods of teaching or incorporating responsibility would be to require awareness of a person’s individual needs and wellbeing through self motivation or goal setting. Another would be the awareness and concern for other students’ wellbeing by showing respect and care as well as helping them through activities they are struggling with. The self development of responsibility can include student roles in choosing activity and conditions, and then requiring self reflection on the success or failure of the event. It has been shown that the typical systems of awards for dressing and participation counteract the teaching of responsibility.

There were four different elements within your teaching that can be modified to better incorporate and promote responsibility within students. The first is the lesson structure, incorporate an awareness talk to remind students or responsibilities before class, during the lesson remind about control and promote students to help other students, a closure at the end of the class to reflect on the class and allow opportunity for students to express their opinions as well as a personal reflection time for students such as the LOI in Farmington, or student self assessment sheets or exit slips. Another element is when problems arise between students. It is important to ask the students about their behaviors and make them formulate a conclusion. Student choice is a big aspect in teaching responsibility. Another element is to allow students to gradually increase their levels of responsibility as they learn how to handle it. The final element is teaching responsibility and modeling it as it plays into their personal lives so they can learn to carry on the concept and apply it to other areas of life.

It is important to remember, as the article states, physical educators must first believe they will be better teachers if they listen to their students and believe that they have the capacity to make meaningful decisions, and they will become more responsible as a result. Responsibility is not a way of teaching; it is a way of being, we cannot ask for responsibility from students if we do not give them some.

Outline

I. Content that reflects standard five

A. Responsibility concepts must be clearly defined and activities must be taught

in a manner that promotes responsibility

1.Ex: psychomotor content in elementary school is often defined as skill

themes which are further defined as actions of throwing, rolling,

kicking

2. Responsibility defined in a similar manner- both personal and social, with specific responsibilities such as self-control, setting personal goals, caring

B. Teaching responsibility is not a substitute for teaching physical activity content

1. Psychomotor and responsibility content must be taught competently and

integrated

II. Learning outcomes

  1. Taking responsibility for one’s own well-being by engaging in self-

development processes such as self-motivation and goal setting

1.requires that students have a role in selecting physical activity content

and practice conditions and that they reflect on the consequences of

these choices

2.expectation of compliance to rules and regulations– form of malpractice

a. the custom of awarding and deducting points for dress, attendance

often counteracts the teaching of responsibility

  1. Taking responsibility for contributing to the well-being of others, first by

respecting their rights and feelings and second by caring about and helping

them

III. Strategies for lesson structure

  1. Awareness talk

1. beginning of class- provide students with a brief reminder about responsibilities

B. Physical activity lesson

1. development of physical skills and personal and social responsibility

integrated into the lesson

  1. Group meeting

1. held near end of class to encourage students to share their evaluation of the lesson and suggestions they have

D. Reflection time

1. at end of class students evaluate how well they took responsibility.

IV. Strategies for connecting content

  1. personal responsibility strategies

1.ex’s: allowing students to choose partners and equipment, creating

personal contracts, practicing outside, choice of game intensity,

independent time to work on skill/fitness, goal-setting activities, and

development of personal fitness plan

  1. Social responsibility
  2. ex’s peer/cross –age teaching and assessment, leading awareness talks, make class pos. experience

V. Gradual progression strategies

A. Daily format

B. Defining specific personal and social responsibilities

C. Giving students small voices and small choices at first

VI. Strategies for transfer

  1. Transferring responsibility to other aspects of students lives is often lost in effort to deal with in-class problems
  2. if not addressed it is left to chance
  3. Post on gym wall examples for respect, effort, self-direction, and helping others

in the classroom, at home

  1. Reflection time
  2. students can volunteer to share examples of how they took responsibility in an environment other than the gym
  3. students need to figure out themselves

VII. Assessment

  1. Exit slips
  2. teachers observing students choices
  3. feedback must be provided
  4. rate students at first then have them rate themselves

VIII. Beyond Standards

  1. recent backswing to standards
  2. virtues such as love and courage not easily measured on a mass scale
  3. Slip between the curriculum cracks
  4. believe that they will be better teachers
  5. listen to your students
  6. students need to be treated as individuals who have unique strengths to help them become responsible
  7. Positive attitude

IX. Final thoughts

  1. Responsibility is more that a way of teaching it is a “way of being”
  2. cannot take responsibility without giving them some

Questions

  1. What is responsible behavior related to PE?

- Responsibility requires students to learn how to become accountable for their own well-being and for contributing to the wellbeing of others, both in and outside the gymnasium

  1. What are at least two strategies for lesson structure?

- Awareness talk, physical activity lesson, group meeting, and reflection time

  1. What is one Gradual-Progression Strategy? Briefly explain its purpose.

- The daily format- used to gradually shift responsibility from teacher to student. Students can eventually hold awareness talks on their own and even conduct group meetings and reflection time

  1. What is one way to transfer responsibility to other aspects of students’ lives?

- Post on the wall in the gym examples of respect, effort, self-direction, and helping others in the classroom, and at home.