High School Health and Physical Education: Reinforcing the 3 Rs

By Moore, John | Techniques, April 2009 | Go to article overview

High School Health and Physical Education: Reinforcing the 3 Rs


Moore, John, Techniques


THE FIRST STEP IN BRINGING ABOUT EDUCATION REFORM IS TO PROVIDE ACADEMIC RIGOR, VOCATIONAL RELEVANCE AND CURRICULA RELATIONSHIPS IN PROGRAMS THAT STUDENTS SEE AS REAL.

SURVEY AFTER SURVEY SHOWS THAT EDUCA- TION IS A HIGH PRIORITY WITH THE AMERICAN PUBLIC. Quality education also has bipartisan support with our local, state and nation- ally elected officials. The challenge is to blend the art and science of teaching into a meaningful educational experience for our students. The ultimate goal of the education process should be to improve instruction and increase student learning. To effectively accomplish this would truly result in education reform. There- fore, the first step in bringing about education reform is to provide academic rigor, vocational relevance and curricula relationships in programs that students see as real.

A health and physical education program is uniquely positioned to be both the change agent and the catalyst for education reform at the secondary level because healthy students make better students Symons, 1997). The health and physical education program at the Digital Arts and Technology Academy (DATA) in Albuquerque, New Mexico, utilizes the 3 Rs of rigor, relevance and relationships, which provide the philosophical underpinnings and the educational foundation of the program (Miles, 2005). This pragmatic approach has allowed DATA "to get real" with high school health and physical education students by actively involving them in their own education.

Rigor

Students complete individual goal- setting sheets, including their roles and responsibilities as well as the expectations of the staff. DATA utilizes the Polar TriFIT 4.9 software package and creates individual wellness profiles for each student with a focus on the components of health-related fitness. In keeping with academic rigor, all lesson plans are aligned with New Mexico health and physical education content standards. Additionally, students maintain individual exercise logs, including resting heart rate and target heart rate zones; this makes exercise intensity more purposeful, personal, effective and safe.

The program utilizes a computer lab as an instructional strategy. This lab is complete with high-speed Internet connectivity that allows students to log on to the Healthy Schools Network, and complete assignments related to exercise science and nutrition planning. Academic rigor is not limited to abstract thoughts and lengthy exams; rather, there are realistic daily expectations of students and teachers resulting in a shared responsibility that stresses the what, how and why of assignments. With an emphasis on the why, students buy into the benefits of an active and healthy lifestyle and begin to take responsibility for their own learning.

Relevance

The second program component of relevance addresses the larger issue of lifestyle management and makes health and physical education very personal, therefore more meaningful for each student. Through the use of instructional technology in the computer lab, students are empowered to make informed decisions while considering actions and consequences. Their learning includes class discussions and written assignments about physical activity and its correlation with physical, mental and emotional health as well as physical inactivity and its association with obesity, Type II diabetes and related health care costs.

An electronic file, including data from a nutrition appraisal and fitness test, is established for each student, and this baseline information is shared confidentially with each student and interpreted individually to ensure understanding. Indices such as blood pressure, body composition, flexibility, muscular strength and heart rate are monitored and recorded regularly, providing students with a personal profile complete with physical fitness and nutrition information. This approach motivates students because all comparisons are made to the individual student, providing relevance and a rationale for regular physical activity and a balanced diet. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

High School Health and Physical Education: Reinforcing the 3 Rs
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.