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u blic sch o o l p h ysical ed u cat io n in t h e Un it ed St at es can be co n sid ered t o be at

a crit ical p o in t in it s h ist o ry. O n t h e o n e h an d , crit ics h ave ch arged , wit h so m e ju st ifi cat io n , t h at st u d en t s sh o u ld be d evelo p in g reaso n able fi t n ess levels an d m asterin g certain fu n d am en tal m ovem en t skills to a greater exten t th an ap p ears evid en t in m an y sch o o ls (Pat e & Ho h n , 1994). O n t h e o t h er h an d , p h ysical ed u cat io n p ract it io n ers an d p ro gram s st an d at t h e fo refro n t in t h e fi gh t again st o besit y, in t h e ef-fo rt t o in crease ch ild ren ’s p h ysical act ivit y, an d in h elp in g ch ild ren beco m e p h ysically ed u cat ed , h ealt h y, an d act ive ad u lt s (AAHPERD, 2005; Nat io n al Asso ciat io n fo r Sp o rt an d Ph ysical Ed u cat io n [NASPE], 2004b). Th e m ast er p h ysical ed u cat io n t each er is o n e wh o is able t o t each an d m o t ivat e st u d en t s t o d evelo p h ealt h - an d skill-relat ed fi t n ess as well as fu n d am en t al (an d , t o a reaso n able ext en t , refi n ed ) m o t o r skills.

In t h e au t h o rs’ an alysis o f t h e vid eo t ap e o f a t each er can d id at e in st ru ct in g m id d le sch o o l st u d en t s in p ass p at t ern s d u rin g a fo o t ball lesso n , t h e larger issu es m en t io n ed abo ve fo rm t h e bases fo r m an y o f t h e o bservat io n s. Th ese o bservat io n s relat e t o t h e em -p h ases t h at t h e Exercise Ph ysio lo gy Acad em y believes sh o u ld exist in a m o d el -p h ysical ed u cat io n p ro gram . Th e lesso n is reviewed in t erm s o f it s valu e in d evelo p in g h ealt h - an d skill-relat ed fi t n ess, an d in relat io n t o t h e n at io n al st an d ard s fo r p h ysical ed u cat io n (NASPE, 2004a). St an d ard s t h ree an d fo u r req u ire st u d en t s t o p art icip at e regu larly in p h ysical act ivit y an d t o d evelo p an d m ain t ain h ealt h -relat ed fi t n ess levels. O t h er o r-gan izat io n s refl ect t h ese exp ect at io n s, fo r exam p le, t h at st u d en t s regu larly p art icip at e in m o d erat e-t o -vigo ro u s p h ysical act ivit y an d t h at st u d en t s be p h ysically act ive fo r at least 50 p ercen t o f p h ysical act ivit y class t im e (U.S. Dep art m en t o f Healt h an d Hu m an Services, 2000).

Th ere is m o re t o h ealt h - an d skill-relat ed fi t n ess t h an p h ysical act ivit y it self, h o wever. Mo re su bt ly, st an d ard t wo p ro vid es t h e exp ect at io n o f learn in g p h ysio lo gical as well as o t h er scien t ifi c p rin cip les u n d erlyin g p h ysical act ivit y. Fo r exam p le, t h is is a sam p le o u t co m e given fo r grad es six t o eigh t : “Describes basic p rin cip les o f t rain in g an d h o w th ey im p rove fi tn ess” (NASPE, 2004a, p . 24). Teach in g stu d en ts th e p h ysiology of exercise an d p h ysical act ivit y, t h e au t h o rs believe, m o t ivat es t h em t o beco m e in t erest ed in t h eir bo d y an d t o d evelo p an d m ain t ain t h eir bo d y’s p o t en t ial, an d im p ro ves t h e likelih o o d

Analysis of a Videotaped Lesson from an

Exercise Physiology Perspective

GREG BIREN PETER RATTIGAN

Physical educators can infuse fi tness concepts, teach exercise science,

and increase activity in their lessons all at the same time.

21 JOPERD • Volum e 77 No. 8 • October 2006

t h ey will beco m e act ive, p h ysically ed u cat ed ad u lt s (Biren & Rat t igan , 2005). Th e id ea o f t each in g t h e scien ce o f exercise an d p h ysical act ivit y is refl ect ed in t h e n at io n al st an d ard s fo r begin n in g p h ysical ed u cat io n t each ers (NASPE, 2003). Stan d ard on e is con cern ed with con ten t kn owled ge. Stan d ard 1.4 st at es, “[Teach ers] Describe an d ap p ly bio scien ce (an a-t o m ical, p h ysio lo gical, bio m ech an ical) an d p sych o lo gical con cep ts to skillfu l m ovem en t, p h ysical activity, an d fi tn ess” (NASPE, 2003, p . 8). Gu id elin es for exercise p h ysiology p rep a-rat io n fo r p h ysical ed u cat io n t each er ed u cat io n p ro gram s h ave been d evelo p ed fo r su ch a p u rp o se (Biren & Rat t igan , 2005; NASPE, 2006). It is im p o rt an t fo r p h ysical ed u cat io n t each ers, begin n ers an d beyo n d , t o learn , ap p ly, an d t each scien tifi c p rin cip les to stu d en ts, wh ile at th e sam e tim e keep -in g t h em act ive an d p u rp o sefu lly en gaged -in bo t h fi t n ess an d skill d evelo p m en t .

Video Analy sis

Th e lesson con sisted of th e teach er d em on stratin g a basic p ass p at t ern an d t h e ro le o f t h e p asser an d receiver. Th e t each er assign ed st u d en t s t o st at io n s, each o f wh ich h ad a card t h at exp lain ed t h e p ass p at t ern fo r t h at st at io n .

Th e level o f act ivit y in t h e lesso n was lo w, wit h st u d en t s n o t m o vin g fo r ap p ro xim at ely 70 t o 85 p ercen t o f t h e t im e. Stu d en ts sh ou ld be active at least 50 p ercen t of lesson tim e, as n o t ed abo ve (U.S. Dep art m en t o f Healt h & Hu m an Services, 2000). Regard in g in st ru ct io n in h ealt h an d skillrelat ed fi t -n ess, -n o su ch co m p o -n e-n t s are ad d ressed o r evid e-n t i-n t h e lesso n . It is p o ssible t h at t h is h ad been ad d ressed befo re t h e lesso n ep iso d e in t h e vid eo , o r in p art s o f t h e lesso n n o t evid en t in th e vid eo segm en t. However, th e latter, esp ecially, seem s u n likely. Th e evid en ce in t h e vid eo begs t h e q u est io n : is fi t n ess a p art o f every lesso n , t h at is, is h ealt h - an d skill-relat ed fi t n ess in fu sed in t o t h e wh o le p ro gram ?

Th e su bject m at t er it self begs t h e q u est io n o f t h e ap p ro -p riaten ess of th e con ten t for -p rom otion of lifelon g fi tn ess. To som e, football m ay seem an in ap p rop riate focu s for d evelop

-in g lifet im e fi t n ess h abit s. Ho wever, wit h an em p h asis o n m o re act ive an d in clu sive gam e fo rm s wit h lit t le o r n o d o wn t im e, m an y t eam sp o rt s, in clu d in g fo o t ball, can co n t ribu t e t o n at io n al st an d ard s t h ree an d fo u r, n am ely, t h at st u d en t s p art icip at e regu larly in p h ysical act ivit y an d d evelo p an d m ain t ain h ealt h -relat ed fi t n ess levels (NASPE, 2004a).

No ed u cat io n in fi t n ess co n cep t s an d exercise scien ce ap -p ears in t h is vid eo segm en t . Teach in g t h e scien t ifi c co n ce-p t s t h at u n d erlie exercise an d p h ysical act ivit y are im p o rt an t in d evelo p in g p h ysically ed u cat ed p erso n s (Biren & Rat t igan , 2005; NASPE, 2004a, 2006). Exam p les o f exercise p h ysio l-o gy cl-o n cep t s t h at cl-o u ld be in clu d ed in a lessl-o n like t h is are list ed in t able 1, u sin g cat ego ries id en t ifi ed in t h e Guidelines for Undergraduate Exercise Physiology in a Physical Education Teacher Education Program (NASPE, 2006).

Table 1 sh o ws o n ly a few o f m an y p o ssible exam p les o f in fu sin g exercise p h ysio lo gy co n cep t s in t o p h ysical ed u ca-t io n lesso n s. Bo ca-t h begin n in g an d exp erien ced ca-t each ers, wh en co n sid erin g h o w t o exp o se t h eir st u d en t s t o exercise p h ysiology con cep ts in a m ean in gfu l way, m en t ion t im e as a m ajo r co n cern (Biren & Rat t igan , 2005). Tim e p ro blem s can be red u ced in several ways, in clu d in g t h e fo llo win g:

• Be effi cien t —in co rp o rat e m o re t h an o n e co n cep t at a t im e.

• Use wo rksh eet s—fo r exam p le, an swer t h ree q u est io n s abo u t h ealt h -relat ed p h ysical fi t n ess p er d ay.

• Use h ealth lesson s—cover th e con cepts in h ealth class an d ap p ly an d rein force th em in p h ysical ed u cation classes. For every two active students (the passer and receiver),

several students inactively awaited their turn.

Table 1 . Exercise Physiology Concepts that Could H ave Been Included

Basic Exercise Physiology

Teach er: “Are we d o in g a p h ysical act ivit y, exercise, o r fi t n ess act ivit y? W h at fi t n ess co m p o n en t s are be-in g u sed (h ealt h -relat ed , skill-relat ed )?”

M etabolism

Teach er: “Is t h is an aero bic o r an aero bic act ivit y? W h at fu el are yo u u sin g?”

Cardiorespiratory Concepts

Teach er: “Can t h is be m ad e aero bic? Ho w?” (St u d en t s also can be m o n it o rin g an d rep o rt in g o n t h eir h eart rat e an d blo o d p ressu re d u rin g t h e d rills).

Neuromuscular System/ Skeletal Concepts

Th e act ivit ies can be t ied in t o t rain in g o f t h e n eu -ro m u scu lar syst em (react io n t im e, m o vem en t t im e, et c.). Th e relat io n sh ip bet ween p h ysical act ivit y an d bo n e d en sit y can be in t ro d u ced o r rein fo rced .

Body Composition

Th e act ivit y can be ch an ged , an d t h e ch an ges can be t ied in t o q u est io n s t o st u d en t s:

22 JOPERD • Volum e 77 No. 8 • October 2006 (receiver catch es, tosses ball back to th e p asser, jogs back, an d by th at tim e is req u ired to becom e th e n ew q u arterback). Also,

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Greg Biren (biren@rowan.edu) and Peter Rattigan (Rattigan@rowan. edu) are professors in the Department of Health and Exercise Science at Rowan University, Glassboro, N J 08028.

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