This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and…

Softball is taught in many physical education programs throughout the United States. This article describes modifications that maximize learning outcomes and that address the National Standards and safety recommendations. The modifications focus on tasks and equipment, developmentally appropriate motor-skill acquisition, increasing number of…

Physical education classes at the authors' high school expose students to a variety of activities that are specifically geared toward their interests. The teachers and students also assess learning with the goal of attaining physical education standards including skills, strategies, rules, and personal/social responsibility. Seven years ago…

The Detroit Healthy Youth Initiative is a 10-year partnership between the Detroit Public Schools (DPS) and Wayne State University (WSU) with the goal of improving the quality of school health and physical education programs throughout the city schools. Drawing on the experiences of WSU and DPS faculty, administrators, teachers, and project staff,…

In 2007, the physical education program at Sunnyside Middle School in Lafayette, Indiana, was in constant flux. Teacher turnover occurred annually, facilities were subpar, the curriculum was outdated, opportunities for professional development were rare, and most importantly, students lacked maximum movement opportunities in physical education. In…

Physical educators send the message that learning is for the classroom, while activity is for the gymnasium. Knowledge about sport, exercise, and movement can be uniquely and appropriately disseminated in the gym. Physical education can blend learning with doing, theory with practice, education with experience, and reflection with action. (MT)

Volunteers can help extend and expand all types of programs. Issues and trends of volunteerism in the society and its agencies and organizations are explored. (DF)

Developing and maintaining effective physical education programs requires that teachers continually update their knowledge and skills. Books and journals, conferences, professional organizations, and consultants provide information to help teachers develop effective programs. (DF)

Teacher-tested ideas for teaching and evaluating cognitive skills of students in physical education programs are offered. (DF)

A strong physical education program depends on support from parents and community. Information can be offered to the public by instituting community programs and demonstrating student benefits and through the media. (DF)

Testimony from the 1984 Youth Fitness Hearings explores views on the importance of fitness for children, status of physical fitness levels, and current support for youth fitness programs. Responsibilities for fitness programming and leadership training are examined and recommendations for program improvement offered. (DF)

Although physical fitness has become a way of life for many adults, most American children are "physically underdeveloped" by the standards of the President's Council on Physical Fitness and Sports. The physical educator's role and a plan for improving physical education programs are discussed. (DF)

Physical education can be an integral part of the basics of education when the curriculum teaches fundamental skills, focuses on these skills for life survival, broadens awareness of the world, and provides recreation. (DF)