MODEL: It’s important to do so!

Brent Bradford: Concordia University of Edmonton

Clive Hickson: University of Alberta

Ashleigh Evaniew: Edmonton Public School Board

Each experience influences in some degree the objective conditions under which further experiences are had. 

(Dewey, 1938)

Arguably, teachers, with their knowledge, skills, and attributes, are the most important building blocks of the educational system (Yilmaz, 2011). As physical education teachers, due to the role and presence we have in the lives of our students, we have a unique opportunity to positively impact them every day. It is, therefore, important that we employ every skill and resource at our disposal to cultivate a learning environment that supports the development of physically active and healthy lifestyles. While issues such as planning, lesson delivery, and the evaluation of learning are constant themes of consideration, an area that is often overlooked, and has been identified as understudied, is the importance of ‘teacher as a role model’ in physical education.

It is essential that we understand that role modeling has a potentially powerful influence in promoting physically active and healthy lifestyles. Role modeling can exist in many ways; it can include actions, language, behaviours, etc. So, knowing that our actions, words, and choices can be under a student’s microscope of thinking…What can physical education teachers do to be positive role models?

Whether they like it or not, teachers of physical education must view themselves as role models. 

(Dean, Adams, & Comeau, 2005)

We believe that teachers need to be a MODEL

Students will advocate either for or against physical education, and that outcome is largely contingent on the caring education that physical education teachers provide. 

(Rikard, 2009)

Message that Students are Important Partners in the Learning Experience. Teachers can show students that they truly care about their learning by engaging with them and in the learning process. Fostering interpersonal relationships with students based on a caring perspective requires teachers to interact with students, to develop mutual trust and respect, and to attend to student needs (Rikard, 2009). A caring attitude toward students and their learning is a strategy that has been found to build rapport between teachers and learners (Bradford, Stanec, & Hickson, 2012). Such rapport can be most beneficial, as Rikard (2009) contended that ‘care’ has a definite impact on student learning. 

Outcome Attainment. Through innovative and appropriate teaching approaches, teachers can offer breadth and variety in quality physical education programs. By attending to learning needs, the use of different resources can assist in the learning process. For example, carefully chosen online materials, task cards, music, equipment, etc. can be employed to promote physical literacy. Inviting special guests, such as physical education consultants to help introduce new activities, or senior citizens to help teach dance, can add to the value and experiences in the learning environment. Also, when we are well-planned and organized with long-, mid-, and short-term plans, and assessment strategies in place, it affords us with the flexibility and time to create, modify, and reflect on our students’ overall learning.

Dress Appropriately for the Learning Environment. What a person chooses to wear is a powerful communicator (Damhorst, Miller-Spillman, & Michelman, 2005). First impressions, which lead to firmly held perceptions by students, are affected by a combination of teacher characteristics including teacher clothing (Workman & Freeburg, 2009). For example, the clothing being worn by a teacher in physical education must fit that of a person who is prepared to engage in physical activity, or students may perceive the teacher as uncaring toward the subject area, not prepared to demonstrate the skills, and/or disinterested in engaging in physical activities (Bradford, 2015; Bradford & Hickson, 2010). In physical education, therefore, teacher clothing that is associated with physical activity should be recognized as a teacher’s choice of attire.

Engage in the Learning Process. An underlining basis for modeling is that it becomes easier to perform a motor task more proficiently after watching the task being modeled (Vogler, 2003). The use of demonstration is a large part of presenting information clearly to learners and, in physical education, is an important part of the overall process of communication. The combination of verbal and visual information and rehearsal are most effective when the objective is to provide students with a clear idea of how to perform a motor task (Rink, 2010). When we engage in the learning process by providing ourselves as examples, participate in physical activities alongside students, and display enthusiasm consistently during lessons, it can help increase student motivation (Vidourek et al., 2011).

It is essential that, as role models, teachers of physical education exhibit healthy lifestyle practices to optimize teaching effectiveness. 

(Cardinal & Cardinal, 2001)

Lifestyle. It wouldn’t be difficult to argue that, on a daily basis, teachers can constantly provide lifestyle messages to students (Hickson & Bradford, 2010). For example, when teaching the importance of nutrition and physically active, healthy living, teachers can model behaviours that they want students to learn from. Hence, teachers can either show students that they believe in what they’re teaching, or not. If a teacher stresses to students that healthy eating is an important part of healthy living, then mixed messages will be communicated if the same teacher chooses to eat an unhealthy lunch in front of them. In addition to eating habits, lifestyle choices can also be communicated to students. Ideally, effective teachers model, and thus teach, the most current information in their field. Since the promotion of physically active, healthy lifestyles is a primary goal of physical education, we need to model the most favoured behaviours for active and healthy living (Dean et al., 2005).

Conclusion. Being a model for students is an essential, but often forgotten, part of teaching that requires greater attention. There are several ways that teachers of physical education can model to their students (including ways shared in this blog). Mixed messages will occur when teachers say one thing, and do another in front of students. This year, let’s MODEL for student learning; let’s “do as we say!”

References

Bradford, B.D. (2015). Symbolism of clothing: The relationship between teacher clothing and children’s perceptions in elementary school physical education. Dissertation. University of Alberta. Retrieved from https://era.library.ualberta.ca/downloads/dj52w739f

Bradford, B. & Hickson, C. (2010). What we wear: Does it matter? Alliance for Health, Physical Education, Recreation and Dance National Convention (AAHPERD). Poster Presentation. Indianapolis, Indiana, USA.

Bradford, B.D., Stanec, A.D., & Hickson, C. (2012). Trading spaces, two journeys: Reflections on career transitions. The International Journal of Learning. 18(8), 17-32.

Cardinal, B.J. & Cardinal, M.K. (2001). Role modeling in HPERD: Do attitudes match behavior? Journal of Physical Education, Recreation & Dance. 72(4), 34-39.

Damhorst, M.L., Miller-Spillman, K.A., & Michelman, S.O. (2005). The meanings of dress (2nd Ed.). New York, NY: Fairchild Publications, Inc.

Dean, M.B., Adams, T.M., & Comeau, M.J. (2005). The effect of a female physical educator's physical appearance on physical fitness knowledge and attitudes of junior high students. The Physical Educator, 62(1), 14-25.

Dewey, J. (1938). Experience and education. New York, NY: The Macmillan Company.

Hickson, C. & Bradford, B. (November 2010). Healthy, Active Messages: What Are We Telling Our Students? P.E.Links4U Physical Education Website. http://www.pelinks4u.org/articles/hick_brad_1210.htm

Rikard, G. L. (2009). The significance of teacher caring in physical education. Journal of Physical Education, Recreation, & Dance. 80(7), 4-5.

Rink, J. E. (2010). Teaching physical education for learning. (6th Ed.). New York, NY: McGraw Hill Higher Education.

Vidourek, R.A., King, K.A., Bernard, A.L., Murnan, J., & Nabors, L. (2011). Teachers’ strategies to positively connect students to school. American Journal of Health Education. 42(2), 116-126.

Vogler, E.W. (2003). Students with disabilities in physical education. In S.J. Silverman, & C.D. Ennis (Eds.). Student learning in physical education: Applying research to enhance instruction. (2nd Ed.). (pp. 83-105). Champaign, Illinois: Human Kinetics.

Workman, J.E., & Freeburg, B.W. (2009). Dress and Society. New York: Fairchild.

Yilmaz, A. (2011). Quality problem in teaching profession: Qualities teacher candidates feel to be required of teachers. Educational Research and Reviews. 6(14), 812-823.

HPEC Words of Wisdom | Mentorship

HPEC Vision: Alberta teachers will provide quality instruction and programs in health and physical education to promote the development of healthy active lifestyles in students.

HPEC Mission: The Health and Physical Education Council, as a professional organization of teachers, advocates for quality health and physical education programs and provides opportunities for professional growth and development of its members. HPEC is committed to providing leadership in creating healthy active school communities.

HPEC is currently working towards providing Mentorship resources to our membership.   Please check out what we have developed here http://www.hpec.ab.ca/hpec-mentorship

This Blog Post highlights words of wisdom HPEC executive members would pass along to others.  A community fo Practice is a powerful tool in professional development and in forming a community of support and connection.  If you have any questions please do not hesitate to ask.   HPEC executive contact information can be found on the HPEC website http://www.hpec.ab.ca/current-hpec-executive

Task vs Ego-Based Motivation: I was struggling with what I was observing in a student fitness challenge day. The challenge consisted of a race between classes to see which class could complete a series of exercises first. What was eating away at me was the inability for everyone to feel successful in the activity and the poor technique the students were demonstrating and as a result the reduced benefit of activity the students were realizing. A simple change made all the difference, rather than a race first to finish first students were awarded a point for every time anyone in the class demonstrated quality technique or effort that pushed their personal limits. The points were tallied up after the fitness challenge as complete. The change in the student motivation and engagement was HUGE, everyone had the opportunity to be successful and this a great example of Goal Orientation (Task) vs Ego based motivation. Want to know more check out this podcast https://connectedpe.com/episode-23-nice-is-not-enough-with-dr-amanda-stanec/ 

~ Elisha O'Lain, HPEC President

Creating Student Learning Environments: Remember “How you teach each day is just as important, or more important, as what you teach each day”. Take the time to build a welcoming, inclusive and encouraging learning environment where all students have a sense of belonging. Think about the importance of teaching and infusing character within your daily lessons. A key resource on this topic is Donald Glover from the University of Wisconsin. Donald Glover presented on the topic of Character Education in Physical Education at the most recent HPEC/PHE Canada joint conference in Banff and the 2016 SPEA conference as a half-day pre-conference session. 30 years down the road, former students might not remember what you taught them, but the character traits you helped them developed as a teacher at a young age will help lead them through life. 

~ Sonia Sheehan, HPEC Vice President Communications and HPEC 2018 Conference Co-Chair 

Build relationships with students and staff. Be sure to connect with the people you find challenging too, 2 minutes a day with these folks! Be a team player, collaborate with colleagues, and most importantly have fun and foster your passion! Attend PD and try new things. Ask questions when needed. Keep the special things… the cards, notes, emails, etc. You might need them to remind yourself that you do make a difference! 

~ Shelagh McCracken, HPEC Vice President Leadership in Curriculum and Pedagogy 

Take time to explain the ‘why:’ Students are more likely to buy into a new activity if they know the why behind it. This year I have been continuously challenged by some of my students who want to know why they need to participate in PE and various activities when they would rather be active playing a specific sport. I have found that by taking time to explain my objectives, the concept of physical literacy and the benefits of being active (in student-friendly ways,) my students have been more willing to participate and try something new… They have even stated that they ‘liked’ the new activity!”

~ Kim Bates, HPEC Treasurer 

Student Leadership and Student Voice: As a teacher, you have been provided a gift; a gift to encourage, motivate and inspire young minds and bodies. You have worked hard in your teacher preparation program, you want to lead, you want to teach, you want to mentor! However, my words of advice are to step back, make sure you listen and learn from your students. They bring to the table a wealth of experiences and understandings that are relevant and contextualized from their perspective. Students voice, involvement, and leadership are key to engagement and learning. Some of your most difficult students in a class can be your most influential leaders when given the opportunity! Embrace this opportunity to let them shine!

~ Chris Shaw, HPEC Secretary

Have individual conversations with students outside of the classroom. This will help build stronger relationships with students and help teachers make classroom material more meaningful to each individual student.

~ Michael Hargas, HPEC Regional Representative Central West

Role Modeling: An Important Teaching Tool: It is possible students have difficulty valuing knowledge when they perceive that the teacher does not model the information being presented. (Dean, Adams, & Comeau, 2005). Role modeling is an effective teaching tool (Cardinal & Cardinal, 2001). With the skills, talents, and attitudes teachers possess or lack, they are perhaps the most important building blocks of the educational system (Yilmaz, 2011). Teachers, in fact, have the opportunity to impact students in a positive manner every school day (Vidourek et al., 2011). Teachers, for instance, who take pride in being physically active and demonstrate motor skills during physical education lessons can influence their students positively (Pangrazi & Beighle, 2013). There are several ways that teachers of physical education can be role models to their students. For example, role modeling active, healthy behaviours is one method that students will observe during the school day. Mixed messages will occur when teachers say one thing, and do another in front of students. What ways are you role modeling to your students this school year? 

~ Brent Bradford; Concordia University of Edmonton, HPEC Runner Editor & PHE Canada Liaison

References

Cardinal, B.J. & Cardinal, M.K. (2001). Role modeling in HPERD: Do attitudes match behavior? Journal of Physical Education, Recreation & Dance. 72(4), 34-39.

Dean, M.B., Adams, T.M., & Comeau, M.J. (2005). The effect of a female physical educator's physical appearance on physical fitness knowledge and attitudes of junior high students. The Physical Educator, 62(1), 14-25.

Pangrazi, R.P., & Beighle, A. (2013). Dynamic physical education for elementary school children. (17th Ed.). New York, NY: Pearson.

Vidourek, R.A., King, K.A., Bernard, A.L., Murnan, J., & Nabors, L. (2011). Teachers’ strategies to positively connect students to school. American Journal of Health Education. 42(2), 116-126.

Yilmaz, A. (2011). Quality problem in teaching profession: Qualities teacher candidates feel to be required of teachers. Educational Research and Reviews. 6(14), 812-823.

Put the students first - As a first year teacher, you are full of energy, enthusiasm, and a motivation to make a difference in your school for your students - Which is GREAT, a true reason as to why we joined the profession. 

I would challenge all new teachers to take 5 minutes, set up a camera or iPad and record yourself answer the following question, "Why do I teach?". Whatever the response may be, the hope will be that it will fall along the theme of putting students first.

At the end of each year I would then challenge you to reflect back to that video and ask yourself, "Would my answer to the question be the same as it was in that moment?". If it isn't, my advice would be to ask yourself why it has or has not changed; and what are you going to do in your practice to either get back to that answer or to continue striving for putting students first. Because at the end of the day those students deserve your best, and they deserve to be put first, always.

- Collin Dillon, Website and Social Media Executive-
@CollinDillon
@albertaHPEC
Facebook - Alberta HPEC

Movement Education - HPE Community Resource Sharing

Searching our Evidence-based resources to inform an understanding of Physical Education Program of Studies' outcomes at times can be a challenging process. I have been grateful for the resources leaders in the HPE community have developed and generously shared. To "pay it forward" here is a resource to add to this community.

For some time I had been searching for quality, user-friendly resources to help break-down the concepts of body and space awareness, effort, and relationships that can be found in 27 of the 45 or 60% of the Basic Skills outcomes in the Alberta 4-12 Physical Education Program of Studies.

I found what I was looking for when I came across Chapter 4 from Foundations of Physical Education and Sport by Deborah A. Wuest and Charles A. Buscher in the form of a Powerpoint presentation (found HERE). This resource was used to develop visuals for teaching that break down the components of body and space awareness, effort, and relationships. Click the image below to be directed to a page where this resource can be viewed and downloaded.

In my opinion, the Concepts of Movement Education are fundamental to the development of Physical Literacy and the sharing of resources may contribute to educators' understanding of these concepts supporting the development of physically literate students. 

I hope that others may find this resource useful and that we, as an HPE community, continue to pay it forward.

~ Elisha O'Lain 2016-18 HPEC President