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Educating the Student Body
education specialists in health-enhancing physical education has become
increasingly critical (McKenzie, 2007). The evidence is unequivocal regard-
ing the need for a continued effort to train physical education specialists
and the need for schools to continue to employ them as the main teaching
force designing and implementing health-enhancing physical education
programs to the fullest extent.
Aside from serving as the instructional leader for physical education,
physical education specialists can serve as expert resources for classroom
teachers in the implementation of classroom physical activity breaks and
recess (discussed in detail in Chapter 6). Their expertise in age-appropriate
physical activity helps ensure that students are participating in activities
that are fun and engaging. Additionally, as the catalyst for a healthy school
environment, the physical education specialist can assist in the design and
delivery of intramural programs provided before and after school, as well
as serve as a community outreach specialist for onsite activity partnerships.
For physical education specialists interested in a more formal role as a
physical activity leader at their school, NASPE has developed a director of
physical activity certification program.
It is a commonly held notion of society that to maintain the quality
of education, schools should hire teachers certified to teach in the sub-
ject matter areas in which they are licensed. Unfortunately, in the United
States, not all physical education classes are taught by certified physical
education specialists. Indeed, 68 percent of elementary schools allow class-
room teachers (generalists) to teach physical education (NASPE, 2012).
Certification or licensure of middle/junior high school and high school
physical education teachers is required in only 82 percent and 90 percent
of states (NASPE, 2012), respectively. Only 37 states (72 percent) have a
requirement for professional development and continuing education hours/
credit for physical education teachers to maintain or renew their certifica-
tion, with renewal time ranging from 3 to 5 years (NASPE, 2012). Twenty-
eight states (55 percent) allow temporary/emergency certificates to teach
physical education that are valid for 1 to 3 years (NASPE, 2012). The basic
requirements for emergency certification include a bachelor’s degree in
teaching or in any area except physical education. Only 31 states (60 per-
cent) support physical education teachers going through the national board
certification process, and only New York requires each school district to
have a licensed physical education specialist serving as a physical education
coordinator (NASPE, 2012).
Preservice Education for Teachers
Teaching physical education to children effectively and safely requires
specific knowledge about children and their physical/mental development,
Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
Approaches to Physical Education in Schools
227
body composition (anatomy) and functions (physiology and bio mechanics),
and motor skills development and acquisition. In addition, teaching physi-
cal education requires substantial knowledge and skill in pedagogy—the sci-
ence and art of teaching. Box 5-8 lists the NASPE standards for beginning
physical education teachers who have completed a bachelor’s teacher train-
ing program and those who have completed advanced ( master’s-level)
training.
These standards are accompanied by measurement rubrics (unac-
ceptable, acceptable, and target, with target being exemplary) developed
jointly by NASPE and the National Council for Accreditation of Teacher
Education (NCATE) for evaluating physical education teacher education
programs across the country (the 50 states, the District of Columbia, and
Puerto Rico). NCATE identified a total of 133 physical education teacher
education programs as “nationally recognized.” The committee was unable
to determine how many programs nationwide have met the minimum stan-
dards (not at the nationally recognized level) or locate reliable information
on the total number of physical education teacher education programs.
A Web search using the term “physical education” resulted in two differ-
ent but relatively reliable statistics: 720 (College Board, 2013) and 1,945
(Peterson’s, 2013). But the data sources did not distinguish between physi-
cal education teaching majors and other kinesiology concentrations (e.g.,
sports medicine, exercise physiology/fitness). Statistics on the number of
physical education teacher education programs and their quality based on
the NASPE standards are needed.
The current wave of effort to curb physical inactivity among youth has
begun to influence teacher education programs. According to a national
survey study (Kulinna et al., 2010), current teacher candidates believe that
helping K-12 students become physically active and fit is the first prior-
ity of physical education, followed by helping them actualize their own
goals, develop motor skills, and become responsible. These data appear to
suggest that physical education teacher education programs are beginning
to turn from a traditionally sports- and skills-centered model to a more
comprehensive, physical activity– and health-centered model. This change
is important in that the role of both current and future physical education
teachers extends beyond merely teaching their classes to advancing public
health goals (McKenzie, 2007).
In many universities, however, teacher education programs in physical
education have either been reduced or eliminated because of the decline in
physical education requirements, which has resulted in a decrease in the
number of physical education teachers being employed. Concomitantly,
physical education teacher education programs are experiencing an unprec-
edented crisis. A recent report indicates that, in school year 2008-2009, only
23 doctorate-granting kinesiology departments offered doctoral programs
Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
228
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