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Essay / Implicit Curriculum: Physical Education for All Students
Physical education is a component of the American education system that politicians, administrators, doctors, and others frequently debate. Some see it as an integral part of a student's education – one that is often underestimated due to time and budget constraints. Others view it as non-essential, indicating that a student's academic day should not be interrupted by something as non-academic as sports (Pill, 2012). In fact, according to the CDC (Society of Health and Physical Educators, 2014), only 2.1% of high schools provide the nationally recommended daily physical education. However, based on recommendations from leading research, many schools are taking a more holistic view. of the student, with emphasis on both the intellectual and the physical. The Bible fully reflects this holistic view of humans (1 Corinthians 6:20) and research shows that “physical fitness and health affect…emotional well-being and intellectual achievement (Van Brummelen, 2002, p. 210). » Knowing this, the physical education curriculum – implicit and stated – must be planned and implemented as carefully as all other content areas. In the state of Indiana, high school students must participate in physical education classes for at least two years. Unlike some other states where extracurricular activities (sports teams, ROTC, band) can count toward high school physical education credits (Soukup, 2010), Indiana does not allow substitutions or exemptions. Wayne Township Metropolitan School District, a large school district in Indianapolis, offers a wide range of physical education classes for students to choose from. Students who cannot participate in regular physical education classes due to medical reasons share how they can use their health and fitness to serve others and serve God (Van Brummelen, 2002). Works Cited Pill, S., Penney, D., and Swabey, K. (2012). Rethinking sport teaching in physical education: a case study of research-based innovation in teacher education. Australian Journal of Teacher Education, 37 (8), 118-138. Society of Health and Physical Educators. (2014). Retrieved from http://www.shapeamerica.orgSoukup, GJ, Sr., Henrich, TW and Barton-Weston, H. (2010) Differences in exercise identity between high school physical education students and athletes . Journal of Research, 5(1), 33-36. Wayne Township Educational Resource Center. (2013). Curriculum Focus Areas. Retrieved from http://www.wayne.k12.in.us/curriculum/Van Brummelen, H. (2002). Stepping Stones to the Curriculum (2nd ed.). Colorado Springs, CO: Purposeful Design Publications.