This article was downloaded by: [Jennifer

Houston] On: 14 March 2014, t: 14:0!

"ublisher: #outled$e
%nfor&a 'td #e$istered in (n$land and )ales #e$istered *u&ber: 10+2,!4 #e$istered office: Morti&er House, -+.
41 Morti&er /treet, 'ondon )1T -JH, 01
Strategies: A Journal for Physical and Sport Educators
Publication details, including instructions for authors and subscription information:
http://www.tandfonline.com/loi/ustr20
Health-Related Fitness Models in Physical Education
Jennifer Houston
a
& Pamela Kulinna
a
a
ri!ona "tate #ni$ersit%, &esa,
' Published online: (( &ar 20().
To cite this article: Jennifer Houston & Pamela Kulinna *20()+ Health,-elated .itness &odels in Ph%sical /ducation, "trategies:
Journal for Ph%sical and "port /ducators, 20:2, 20,21, 234: (0.(050/0562)712.20().506021
To link to this article: http://d8.doi.org/(0.(050/0562)712.20().506021
"'(/( /2#O'' 3O)* 4O# #T%2'(
Taylor 5 4rancis &a6es e7ery effort to ensure the accuracy of all the infor&ation 8the 92ontent:; contained in the
<ublications on our <latfor&= Howe7er, Taylor 5 4rancis, our a$ents, and our licensors &a6e no re<resentations or
warranties whatsoe7er as to the accuracy, co&<leteness, or suitability for any <ur<ose of the 2ontent= ny o<inions and
7iews e><ressed in this <ublication are the o<inions and 7iews of the authors, and are not the 7iews of or endorsed by
Taylor 5 4rancis= The accuracy of the 2ontent should not be relied u<on and should be inde<endently 7erified with
<ri&ary sources of infor&ation= Taylor and 4rancis shall not be liable for any losses, actions, clai&s, <roceedin$s,
de&ands, costs, e><enses, da&a$es, and other liabilities whatsoe7er or howsoe7er caused arisin$ directly or indirectly in
connection with, in relation to or arisin$ out of the use of the 2ontent=
This article &ay be used for research, teachin$, and <ri7ate study <ur<oses= ny substantial or syste&atic re<roduction,
redistribution, resellin$, loan, sub.licensin$, syste&atic su<<ly, or distribution in any for& to anyone is e><ressly forbidden=
Ter&s 5 2onditions of access and use can be found at htt<:??www=tandfonline=co&?<a$e?ter&s.and.conditions
D
o
w
n
l
o
a
d
e
d

b
y

[
J
e
n
n
i
f
e
r

H
o
u
s
t
o
n
]

a
t

1
4
:
0
5

1
4

M
a
r
c
h

2
0
1
4
Health-Related Fitness Models
in Physical Education
By Jennifer Houston and
Pamela Kulinna
Physical education has been an interal !art of the school curriculu" for "ore than 100 years#
$lthouh the focus durin the last century has chaned% the "a&or ob&ecti'es ha'e re"ained rela(ti'ely
constant: to !ro'ide students with the )nowlede% s)ills% abilities% beha'iors% and confidence to be
!hysically acti'e throuhout their lifeti"e *+allis et al#% 2012,# $ -uality !hysical education !rora" has
the !otential to "a)e *at least, four uni-ue contributions to the li'es of students: *1, daily !hysical acti'(ity%
*2, a !ersonali.ed le'el of !hysical fitness% */, de'elo!"ent of co"!etency in a 'ariety of !hysical and s!ort
s)ills% and *4, ac-uirin the re-uisite )nowlede for li'in an acti'e and healthy lifestyle *Darst% Pan(ra.i%
+ariscsany% 0 1russeau% 2012,# +tudents should lea'e hih school with the )nowlede and !ercei'ed
co"!etence to !artici!ate in !hysical acti'ities and s!orts with other adults# 2nfortunately% accordin to
Darst et al# *2012,% "any !eo!le will not &oin co""unity clubs% y"s% or orani.ations because they lac)
the !hysical co"!etence or fear e"barrass"ent# 3he !ur!ose of this article is to discuss the relationshi!s
a"on three health(related !hysical education "odels: *1, conce!tual !hysical education *4P5, or fitness
education *65,% *2, !ublic health a!!roach *PH$,% and */, the health(fitness club a!!roach *1ycura 0
Darst% 20017 Darst et al#% 2012,# 3he article also !resents an e8a"!le of an established !rora" usin the
health(fitness club "odel to hel! !ros!ecti'e and current teachers of !hysical education#
20 Strategies
D
o
w
n
l
o
a
d
e
d

b
y

[
J
e
n
n
i
f
e
r

H
o
u
s
t
o
n
]

a
t

1
4
:
0
5

1
4

M
a
r
c
h

2
0
1
4
$ccordin to the 4enters for Disease 4ontrol and Pre'ention
*4D4% 2010,% "a!!in out for teachers what students should be
tauht and how their ac-uisition of )nowlede and s)ills should
be assessed is what sha!es a well(desined !hysical education
curriculu"% as in any other acade"ic sub&ect# $ !hysical educa(
tion curriculu" then should be based on national% state% and9or
local standards# 3his curriculu" should "a8i"i.e !hysical
acti'ity durin lessons and )ee! students "oderately to
'iorously ac(ti'e for at least 50: of the class ti"e# 4urricula
"ust include student assess"ent criteria to deter"ine whether or
not students are accu"ulatin enouh "oderate(to('iorous
!hysical acti'ity *M;P$, durin !hysical education% as well as
whether they are "eetin lesson ob&ecti'es#
School physical education
programs are the ideal
setting for teaching youth the
benefits of leading a healthy
lifestyle.
5ducation% in eneral% has underone sinificant refor" to
"eet new challenes encountered in "odern society# Physical
education !rora"s are also reatly influenced by current social
and !rofessional !ers!ecti'es *Darst et al#% 2012,# +ince the turn
of the century% the de'elo!"ent and a!!reciation of s!ort s)ills
ha'e been the e"!hasis of "ost !hysical education !rora"s# <n
the 1=50s% President 5isenhower% concerned about the results of
a test co"!arin the fitness le'els of $"erican and 5uro!ean
stu(dents% established the President>s 4ouncil on Physical
6itness and +!orts# 3his started a fitness !heno"enon that has
continued to this day# Howe'er% with the current obesity rates in
the 2nited +tates% se'eral !ublic health orani.ations *e##%
?orld Health @rani.ation% 4D4% $"erican $lliance for
Health% Physical 5ducation% Aecreation and Dance
[$$HP5AD], are callin for the use of !hysical education as a
!ublic health tool as a way to increase the a"ount of !hysical
acti'ity in which youth enae each day *Bational $ssociation
for +!ort and Physical 5ducation [B$+P5]% 2004a,#
+chool !hysical education !rora"s are the ideal settin for
teachin youth the benefits of leadin a healthy lifestyle# Physical
education "odels such as PH$ *+allis et al#% 2012, and 4P5 *e##%
6itness for Cife7 4orbin 0 Cindsey% 200D, are &ust two e8a"!les
that ha'e been !o!ular with !hysical educators who understand the
i"!ortance of not only teachin s!orts and a"es% but also
!ro'idin !hysically acti'e classes that lead to fitness as well as
teach the )nowlede as!ects of health and wellness in EF12 !ro(
ra"s# 3hese "odels are larely dri'en by !ublic health concerns
o'er the rowin neati'e health trends of o'erweiht% obesity% and
diabetes in children and adults# PH$ and 4P5 often include
technoloy% such as !edo"eters or heart rate "onitors% to trac)
!hysical acti'ity beha'iors as an outco"e of !rora"s# ?ith so
"any curricular choices on the "ar)et and all the de"ands !ut
on a teacher>s ti"e% the !hysical educator is hard(!ressed to
study all the a'ailable infor"ation#
$s "ore !hysical education !rora"s beco"e interested in
!ro'idin students with a curriculu" based on de'elo!in acti'e
and healthy beha'iors for life% this article will e"!ower teachers
in their curricular choices and ability to understand the differ(
ences a"on the three "odels% and will !ro'ide an e8a"!le !ro(
ra" that co"bines the" *i#e#% a health(club a!!roach,#
onceptual Physical !ducation"Fitness
!ducation Programs
4P5 or 65 !rora"s "ere the !ractice and science of the field
throuh a lectureFlaboratory a!!roach *4orbin 0 4ardinal% 200G,
and ha'e been i"!le"ented durin the !ast 50 years# 3he 4P5
classes in'ol'e the teachin of conce!tual "aterial and often ha'e a
!hysical acti'ity and9or laboratory co"!onent *4orbin 0 4ardinal%
200G,# 3hese !rora"s% which e"!hasi.e coniti'e un(derstandin
of the sub&ect "atter% are widely used at the second(ary and collee
le'els *4orbin 0 Cindsey% 200D,# 3here are also conce!tually based
!rora"s used at the ele"entary le'el% such as the Physical 1est
ele"entary curriculu" *B$+P5% 2004b, and the 6itness for Cife
ele"entary curriculu" taretin classroo" teachers and other
ele"entary staff *4orbin% CeMasurier% Ca"b(din% 0 Hreiner% 2010,%
which can be used in concert with another !hysical education
curricular "odel# 6ew data% howe'er% are a'ail(able to su!!ort the
effecti'eness of conce!tually based ele"entary !hysical education
!rora"s at this ti"e#
Dr# 4harles 1# 4orbin de'elo!ed the first collee(le'el !ersonal
fitness te8t at 3e8as $0M in the 1=D0s# <n 1=D=% he !ublished the
first hih school !ersonal te8t entitled Fitness for Life. 3o date% his
boo)s are the "ost widely ado!ted collee and secondary school
te8ts in the area of fitness and wellness *$ri.ona +tate 2ni'ersity
[$+2]% 2012,# 3he first edition of the Fitness for Life hih school
te8t was !ublished before the de'elo!"ent of national !hysical
education standards# 3herefore% the authors consulted with teach(ers
and e8!erts in the field to de'elo! a!!ro!riate !rora" ob&ec(ti'es
for !hysical education students in rades = throuh 12# <n addition%
the authors of the Fitness for Life te8ts then ser'ed as consultants to
"any different states as they de'elo!ed their own !hysical
education standards *$+2% 2012,#
3he first set of national !hysical education standards was !ub(
lished in 1==5 *B$+P5% 2004a,# $lthouh the fourth and fifth
editions of the Fitness for Life te8ts were desined to "eet se(lected
national standards% it should be noted that the three !re'i(ous
editions of the te8t *1=D=% 1=G5% and 1==0, would ha'e "et "ost of
these standards before they were a'ailable *fitnessforlife# or, *4#1#
4orbin% !ersonal co""unication% $uust 12% 2012,# <n 200D% Dr#
4orbin% alon with his coauthors Huy CeMasurier and Dolly
Ca"bdin% later introduced the "iddle school 'ersion of the Fitness
for Life te8t# 3hen% in 2011% Me Hreiner% an award(winnin
ele"entary !hysical education teacher% was added to the tea"% and
the ele"entary 'ersion% which tarets all ele"entary classroo"
teachers% !hysical education teachers% and other school !ersonnel
for a co"!rehensi'e school(based a!!roach to well(
Volume 27 March/April 21
D
o
w
n
l
o
a
d
e
d

b
y

[
J
e
n
n
i
f
e
r

H
o
u
s
t
o
n
]

a
t

1
4
:
0
5

1
4

M
a
r
c
h

2
0
1
4
ness% was also launched# 3he Fitness for
Life lesson "ay include fitness and a s)ill
co"!onent with acti'ities that are de'el(
o!"entally a!!ro!riate and that reinforce
!hysical acti'ity% nutrition% and conce!ts
fro" other acade"ic areas# 3his !rora" is
also desined to teach students facts about
fitness and !hysical acti'ity and how to use
self("anae"ent s)ills to incor!orate
healthy habits into their daily routine so they
are less li)ely to be sedentary later in life# $t
the ele"entary le'el% these conce!ts can be
tauht in "ini lessons throuhout the day in
the classroo"# $t the secondary le'el% when
students attend a daily !hysical education
class% students "iht s!end two days in the
classroo" learnin healthy be(ha'ior
conce!ts and three days in the y"(nasiu"
doin cardio'ascular and weiht(trainin
acti'ities alon with 'arious s!orts and
a"es#
$ nu"ber of studies ha'e been !ub(
lished showin !ositi'e student(learnin
outco"es fro" the Fitness for Life !hysical education curriculu"
"odel% includin a study that showed that students who had the
course in hih school were "ore acti'e in collee three years later
co"!ared with students fro" the sa"e school who had a tradi(
tional !hysical education !rora" *Dale 0 4orbin% 2000,#
#he Public Health $pproach
3he PH$ !laces a hih !riority on students de'elo!in !hysi(
cally acti'e beha'iors inside and outside of class# <t was desined to
hel! PEF12 students ac-uire )nowlede and s)ills for lifelon
!artici!ation in !hysical acti'ity for o!ti"al health benefits# 6or
e8a"!le% the Sports, Play and Active Recreation for Kids! *+P$AE,
curriculu" is desined for both s)ill and !hysical acti'ity beha'(ior
de'elo!"ent *with a s)ill and fitness acti'ity co"!onent in each
lesson,# +P$AE is both a curriculu" for children>s !hysical
education and% as an interal co"!onent% a set of !rescri!tions for
teacher de'elo!"ent# 3he !otency of that co"bination is at(tested
to by research studies that show an increase in !hysical acti'ity for
+P$AE students *Coc)e 0 Ca"bdin% 200/,# +!ecifi(cally%
ele"entary school students in'ol'ed in a +P$AE !hysical
education !rora" showed sinificant increases in M;P$ and
enery e8!enditure durin ele"entary school !hysical education
*+allis et al#% 1==D,# <n addition% i"!ro'e"ents in fitness% s!ort
s)ills% acade"ic achie'e"ent% and teachin -uality were also doc(
u"ented *+allis et al#% 2012,# 6or e8a"!le% one study showed that
students tauht by teachers usin the +P$AE curriculu" s!ent
"ore "inutes !er wee) bein !hysically acti'e and ained "ore
cardiores!iratory fitness than did those in control classes *+allis et
al#% 1==D,# 3he +P$AE curriculu" is !erha!s the "ost co"!re(
hensi'ely e'aluated curriculu" in !hysical education#
$ sa"!le ele"entary lesson fro" the +P$AE curriculu" in(
cludes a fitness and s)ill acti'ity in a /0("inute lesson# 3he les(
son "iht bein with a chase(and(flee fitness acti'ity focused on
increasin students> heart rate# 3he fitness acti'ity would be fol(
lowed by s)ill de'elo!"ent ti"e in which students !lay
"odified a"es that i"!ro'e !hysical ability as well as !ro'ide
increased "o'e"ent o!!ortunities#
Moran% 1eihle% and Panra.i *200D, also studied the dy(na"ic
!hysical education *DP5, curricular "odel in relation to student
!hysical acti'ity le'els usin !edo"eters# 3he authors found that
!hysical acti'ity le'els were co"!arable to those found in the
+P$AE curricular "odel% with students enaed in !hysical
acti'ity for "ore than 50: of the !hysical education class ti"e#
3he authors suested that -uality !hysical education !rora"s
contribute to students> !hysical acti'ity le'els throuh(out the
school day# $lthouh there ha'e been 'arious studies on student
outco"es% there are few studies addressin teacher fidelity to
curricular "odels *Moran et al#% 200D,#
<f secondary !hysical education is to sur'i'e% it "ay need to
chane its funda"ental focus% as well as its deli'ery *Prusa) et al#%
2011,# <n his 2012 article% +allis and others reco""ended that the
ter" Ihealth(related !hysical education%J which was introduced in
1==1 by the sa"e author% be re!laced with Ihealth(o!ti"i.in
!hysical educationJ or H@P5# <n addition% H@P5 is defined as a
!hysical education curriculu" with lessons focused on health(
related !hysical acti'ity and fitness that )ee!s students acti'e for at
least 50: of class ti"e% enaes all students reardless of !hysical
ability% and contributes to students> o'erall !hysical acti'ity !ar(
tici!ation% thus i"!ro'in their health *+allis et al#% 2012,# H@P5
then is another way of e8!lainin the PH$ discussed earlier#
#he Health-Fitness lub $pproach
Maria 4orte at Mesa Hih +chool in Mesa% $K already !ro('ides
such a curriculu"% and it has been coined the health club or health
!ro"otion "odel *1ycura 0 Darst% 20017 Darst et al#% 20127 Prusa)
et al#% 2011,# 1y enco"!assin as!ects of both 4P5
22 Strategies
D
o
w
n
l
o
a
d
e
d

b
y

[
J
e
n
n
i
f
e
r

H
o
u
s
t
o
n
]

a
t

1
4
:
0
5

1
4

M
a
r
c
h

2
0
1
4
and H@P5% the students who enroll in a !hysical education class
that i"!le"ents a health(fitness club a!!roach "ay ha'e the
o!!ortunity to i"!ro'e their !ersonal fitness and health while
they learn the &oys and benefits of leadin a healthy lifestyle#
3he health(fitness club a!!roach "ay include different lifeti"e
acti'(ity classes offered at se'eral le'els% and students can sin
u! for the acti'ity and le'el that "eets their needs and abilities#
?hen Ms# 4orte first started at Mesa Hih% she had &ust
raduated fro" $+2 with a deree in !hysical education# 3he
!hysical education teacher education !rora" at $+2 had effec(
ti'ely trained her to teach EF12 students in s!orts and acti'ities
based on the "ultiacti'ity curriculu"# 3he Mesa +chool District%
howe'er% wanted Ms# 4orte to teach IaerobicsJ classes to hih
school students# 3hey !ro'ided her with a y" and that was it#
Ms# 4orte>s first !urchase was a -uality stereo% and fro" there%
she slowly started interatin fitness trends that were !o!ular at
the ti"e into !hysical education#
3he health(fitness club a!!roach of !hysical education is de(
sined to hel! students beco"e fa"iliar with the latest trends in
lifelon !hysical fitness% leadin to coordination% fle8ibility%
cardio'ascular endurance% "uscular strenth and endurance% and
i"!ro'ed body co"!osition# <n addition% students will ha'e the
o!!ortunity to learn about the !hysioloical as!ects of fitness as
they increase their fitness le'els *M# 4orte% !ersonal co""u(
nication% $!ril 11% 2012,# Hoals of the !rora" should include
educatin the students on "any different ty!es of acti'ities and
i'in the" the o!!ortunity to set and "onitor oals% as well as
de'elo! their own !ersonal trainin !rora"s#
3he health(fitness club curriculu" re!laces a"es or
acti'ities that tend to !ro'ide lower le'els of !hysical acti'ity
*e##% soft(ball% 'olleyball, with acti'ities that are naturally "ore
acti'e *e##% )ic)bo8in% &u"!in ro!e% aerobic dance and
aerobic a"es% and cardio tea" s!orts,# ?or)outs such as the
IKi Ka 4ircuit%J IL(6actor 4ircuit%J IAe!(B(Aun 4ircuit%J
and I4ardio 1o8inJ *M# 4orte% !ersonal co""unication% $!ril
11% 2012, ha'e been s!e(cially desined to allow no downti"e
so that students are "o'in *at M;P$ le'els, and ha'in fun
durin "ost of the class session# 5ach lesson is desined usin
3$AH53 structures *3reasure 0 Aoberts% 1==5, that ha'e been
shown to uide teachin beha'iors% curricular decisions% and
instructional !ractices that create a fa('orable !hysical education
cli"ate# 3he co"!onents of 3$AH53 are tas)% authority%
reward% rou!in% e'aluation% and ti"in *see 3able 1,#
Ms# 4orte has been teachin at Mesa Hih in $ri.ona since
1==4% and in that ti"e% she has accu"ulated enouh e-ui!"ent *by
"a)in the 5lite 6itness class into a club and fundraisin, so that
e'ery student can ha'e a body bar% a )ettle bell% a "edicine ball% a
loo! band% and a heart rate "onitor or !edo"eter durin class#
5'ery class includes "usic and is based on current trends in
society% whether it is Pilates% yoa% Par)our% )ic)bo8in% the <nsan(
Volume 27 March/April 23
D
o
w
n
l
o
a
d
e
d

b
y

[
J
e
n
n
i
f
e
r

H
o
u
s
t
o
n
]

a
t

1
4
:
0
5

1
4

M
a
r
c
h

2
0
1
4
#able %. #he omponents of #$R&!# as $pplied to the Health lub Model
Recommended $pplication in P! Settings Ho' !ach is (mplemented in the
Health lub"Promotion Model
3as): ;ariety: $ different acti'ity each day instead of acti'ities
Use variety and diversity tauht in units7 students choose where and with who" to
ndividuals engage in di!!erent tas"s and assignments start each acti'ity#
Set o#n short$term% realistic goals Hoals: +tudents are self(directed as to which outco"e they
wish to !ursue and oals are !ersonal de!endin on the
result of fitness testin#
$uthority: <nstructional cards allow for students to be self(directed7
&ocus o! responsi'ility shi!ts !rom teacher to student choices are "ade for reasons intrinsic to the acti'ity itself7
Sel!$evaluation is emphasi(ed students assu"e res!onsibility for co"!letin each acti'ity
indicated on the instructional cards#
Aewards: +tudents learn to a!!reciate the &oy and benefits of e8ercise
ntrinsic value o! each activity is emphasi(ed and leadin a healthy lifestyle#
ndividual interests and choice are emphasi(ed
Hrou!in: +tudents !ush one another throuh each tas)% circuit% or
)or"ing together competitively% cooperatively% or indi(
station7 the teacher has the o!!ortunity to wal) around and
'idually encourae and teach !ro!er for" instead of !layin Itas)
"aster#J
5'aluation: 6itnessra"% body "ass inde8% hi!(to(waist ratio% and
*valuations are private% criterion$'ased% and !ocused on !hysical acti'ity los
!rocess rather than ability
3i"in: 5ach acti'ity% circuit% or station is self(!aced7 students
+ace o! instruction, s the allotted time appropriate !or co"!ete with the"sel'es7 e8ercise is done for ti"e% not
the oals and ob&ecti'es of each acti'ityM necessarily for a certain nu"ber of re!etitions#
nteraction 'et#een time and tas"
+ource: 3reasure and Aoberts *1==5,#
ity wor)out% P=0L% ste! aerobics% circuit9inter'al trainin% boot
ca"!% the stability ball% H<
2
3 *hih(intensity trainin,% or a co"(
bination of "any of these inno'ati'e wor)outs# $lthouh all the
afore"entioned acti'ities ha'e so"ethin different to offer% Ms#
4orte has wor)ed 'ery hard to "a)e fitness fun and "anaeable
for all of her students# Bo "atter what their fitness le'el% all stu(
dents !artici!ate toether and e'eryone finishes toether#
@ne of the "ost sinificant as!ects of the class is the fact that
the students "oti'ate one another to !erfor" at their best# $l(
thouh Ms# 4orte is constantly wal)in around su!er'isin% as(
sessin% and connectin with her students% she rarely has to as)
any student to Iet "o'in#J +tudents are hihly "oti'ated and
want to !artici!ate% et fit% and feel healthy# 3his attitude co"es
fro" the at"os!here created by Ms# 4orte% other teachers at
Mesa Hih% and the students the"sel'es# <n addition% Ms# 4orte
)ee!s an o!en line of co""unication with the !arents of her stu(
dents% as she belie'es that !arents can ha'e a sinificant le'el of
influence on a student>s le'el of !hysical acti'ity#
3o fund the !rora"% Ms# 4orte too) it u!on herself to "a)e
one of her classes an actual club on ca"!us# @nce you beco"e a
club *in the Mesa +chool District,% you can fund(raise# +he used
the club status to sell Icandy ra"s%J local cou!on boo)s% and
3(shirts% for e8a"!le# 1y fundraisin% Ms# 4orte has been able
to raise u! to N2%000 !er year for her !rora"#
3here are three fitness classes tauht at Mesa Hih +chool%
and all ha'e u!wards of O0 students sined u! each se"ester#
3he first two classes are called I4o"!lete 6itness9$erobics%J
and the third is I$d'anced 6itness95lite#J 3o !artici!ate in the
co"!lete fitness class% students need to reister for the class and
ho!e they et in# <n !ast years% there has been a waitin list# 3o
be !art of the elite class% students "ust try out and be able to
co"!lete O0 !acer la!s% G0 sit(u!s% and 15 !ush(u!s#
Assessments
+tudents in the health(fitness club a!!roach% bein the se(
"ester with 6<3B5++HA$MP fitness testin# 6itnessra" is a
2- Strategies
#able ). *isual Representation of $ll #hree Health-Related urricular Models
onceptual Physical !ducation" Public Health $pproach Health-Fitness lub $pproach
Fitness !ducation
I6itness for CifeJ I+P$AE%J IDP5J 1ycura 0 Darst% 20017 Darst et al#% 2012
<n'ol'es the teachin of conce!tual +)ill and !hysical(acti'ity beha'ior 5le"ents of both PH$ and 4P5
"aterial de'elo!"ent
Physical acti'ity and9or laboratory +)ill and fitness co"!onent in each 6ocuses on students> !ersonal fitness
co"!onent lesson le'el
5"!hasi.es coniti'e understandin of <ncreased !hysical acti'ity durin 5"!hasi.es what is current in society
the sub&ect "atter !hysical education
5le"entary curriculu" tarets +et of !rescri!tions for teacher Ae!laces a"es9acti'ities that !ro'ide
ele"entary classroo" teachers to de'elo!"ent lower le'els of !hysical acti'ity with
increase !hysical acti'ity throuhout acti'ities that are naturally "ore acti'e
the day
D
o
w
n
l
o
a
d
e
d

b
y

[
J
e
n
n
i
f
e
r

H
o
u
s
t
o
n
]

a
t

1
4
:
0
5

1
4

M
a
r
c
h

2
0
1
4
co"!lete battery of health(related fitness ite"s that are scored usin
criterion(referenced standards that are ae( and ender(s!ecific and
ha'e been established based on how fit children need to be for ood
health *Meredith 0 ?el)% 200D,# 6or "uscular strenth and
endurance% the sit(u! and !ush(u! test is used% and for
cardio'ascular endurance% the !acer test is used# 3he students are
tested e'ery "onth% or fi'e ti"es durin the se"ester% to "ea(sure
and docu"ent their !roress# Pre( and !ost(test assess"ents are also
i'en to "easure and docu"ent learnin in the coniti'e do"ain#
$n introductory e8a" is i'en to assess students> )nowl(ede
before del'in into any lectures on !hysioloy and nutrition#
Periodic -ui..es are also i'en to ensure all students are )ee!in u!
with the "aterial *fro" the 6itness for Cife curriculu",# $t the end
of the se"ester% a final e8a" is i'en to "easure students> coniti'e
learnin i"!ro'e"ents#
$ssess"ents used with health(related fitness curricula often
include !hysical acti'ity !atterns and co"!onents of health(re(lated
fitness# 3he 6itness for Cife !rora" was created to be inte(rated
with 6itnessra"9$cti'ityra"
P
and Physical 1est so stu(dents can
beco"e !roficient at self(assess"ent# 3he +P$AE cur(
!ffecti+e physical
education can pro+ide
children 'ith the tools for
participating in safe and
healthy acti+ities
throughout their li+es.
ricular "odel assesses students usin so"ethin called Personal
1est Day desined for students to trac) their fitness !roress
o'er ti"e# 1oth !rora"s in'ol'e indi'idual oal settin% fitness
tests consistin of cardio'ascular% "uscular endurance and
strenth% and endurance co"!onents% as well as self(
assess"ents# 1oth the 6itness for Cife !rora" and +P$AE
curriculu" also incor!o(rate coniti'e assess"ents that as)
students to de"onstrate what they ha'e learned and how their
beha'iors ha'e chaned o'er the course of the !rora"#
onclusion
$ well(rounded !hysical education class can !otentially !ro(
'ide students of all abilities and interests with a foundation of
"o'e"ent e8!eriences desined to hel! the" lead acti'e and
healthy lifestyles well after raduation fro" hih school# <n ad(
dition% effecti'e !hysical education can !ro'ide children with
the tools for !artici!atin in safe and healthy acti'ities
throuhout their li'es# <n s!ite of !hysical education ha'in
been an interal !art of the school curriculu" for "ore than 100
years% obesity rates in the 2nited +tates continue to rise#
Physical education curricula such as 4P5% PH$% and the health(
fitness club a!(!roach offer !hysical education teachers creati'e
ways to instill the benefits of a healthy lifestyle in their students#
$lthouh all three a!!roaches share si"ilar ob&ecti'es% such as
e"!owerin students with the facts about fitness% the benefits of
healthy be(ha'iors% and the en&oy"ent of !hysical acti'ity% each
has a uni-ue set of characteristics *see 3able 2,#
3houh the roots of !hysical education actually lie in health
!ro"otion% the field has been sidetrac)ed fro" this "ission for
se'eral decades *Prusa) et al#% 2011,# 3he curricular "odels dis(
cussed in this article focus on de'elo!in healthy !hysical acti'ity
beha'iors *PH$,% the understandin of conce!tual "aterial alon
with !artici!ation on fitness acti'ities *4P5,% and the students>
Volume 27 March/April 2.
D
o
w
n
l
o
a
d
e
d

b
y

[
J
e
n
n
i
f
e
r

H
o
u
s
t
o
n
]

a
t

1
4
:
0
5

1
4

M
a
r
c
h

2
0
1
4
!ersonal fitness le'els *health(fitness club a!!roach,# 1y infor"(
in !hysical educators of the si"ilarities and differences a"on
these three "odels% teachers can set oals for their classes and
choose acti'ity e8!eriences to "eet those oals% thereby creatin
a !hysical education curriculu" that is tauht usin an instruc(
tional !rocess reflectin the 'alues of these "odels *+iedento!
0 'an der Mars% 2012,#
References
$ri.ona +tate 2ni'ersity# *2012,# The challenges before us forus!
"harles #. "orbin, Ph.$. Aetrie'ed fro"
htt!:99foru"#asu#edu9foru"9ari.ona(child(health
1ycura% D#% 0 Darst% P# *2001,# Moti'atin "iddle school students: $
health(club a!!roach# %ournal of Physical &ducation, Recreation '
$ance, ()*D,% 24F2O#
4enters for Disease 4ontrol and Pre'ention# *2010,# Strategies to iprove
the *uality of physical education. $tlanta% H$: $uthor# Aetrie'ed fro"
htt!:99www#cdc#o'9healthyyouth9!hysicalacti'ity9!df9-ualityQ!e#!df
4orbin% 4# 1#% 0 4ardinal% 1# J# *200G,# 4once!tual !hysical education:
3he anato"y of an inno'ation# +uest, ,-, 4ODF4GD#
4orbin% 4# 1#% CeMasurier% H#% Ca"bdin% D# D#% 0 Hreiner% M# *2010,#
Fitness for Life! &leentary school guide for .ellness coordinators.
4ha"(!ain% <C: Hu"an Einetics#
4orbin% 4# 1#% 0 Cindsey% A# *200D,# Fitness for Life *5th ed#,# 4ha"(
!ain% <C: Hu"an Einetics#
Dale% D#% 0 4orbin% 4# 1# *2000,# Physical acti'ity !artici!ation of hih
school raduates followin e8!osure to conce!tual or traditional !hys(
ical education# Research +uarterly for &/ercise and Sport% (0% O1FOG#
Darst% P# ?#% Panra.i% A# P#% +ariscsany% M# J#% 0 1russeau% 3# $# *2012,#
$ynaic physical education for secondary school students *Dth ed#,# +an
6rancisco% 4$: 1en&a"in 4u""ins#
6itness for Cife# *2012,# History and de'elo!"ent: Hround(brea)in te8t
beco"es basis for a co"!lete EF12 !rora"# FitnessForLife.org. Ae(
trie'ed fro" htt!:99www#fitnessforlife#or9history(and(de'elo!"ent
Coc)e% C# 6#% 0 Ca"bdin% D# *200/,# Putting research to .or1 in
eleentary physical education! "onversations in the gy.
4ha"!ain% <C: Hu"an Einetics#
Meredith% M# D#% 0 ?el)% H# J# *200D,# Fitnessgra
P
Activitygra
P
! Test
adinistration anual *4th ed#,# 4ha"!ain% <C: Hu"an Einetics#
Moran% 4#% 1eihle% $#% 0 Panra.i% A# *200D,# ?hat are the contribu(tory
and co"!ensatory relationshi!s between !hysical education and !hysical
acti'ity in childrenM Research +uarterly for &/ercise and Sport,
(2% 40DF412#
Bational $ssociation for +!ort and Physical 5ducation# *2004a,# 3ov4ing
into the future! 5ational standards for physical education *2nd ed#,#
Aeston% ;$: $uthor#
Bational $ssociation for +!ort and Physical 5ducation# *2004b,#
Physical best activity guide! &leentary level *2nd ed#,# 4ha"!ain%
<C: Hu"an Einetics#
Prusa)% E#% Penninton% 3#% ?il)inson% 4#% ;incent(Hraser% +#% Kanan(
drea% M#% 0 Haer% A# *2011,# $ critical loo) at !hysical education
and what "ust be done to address obesity issues# %ournal of Physical
&duca4tion, Recreation ' $ance, 2)*4,% /=F4O#
+allis% J# 6#% McEen.ie% 3# C#% $cara.% J# 5#% Eolody% 1#% 6aucette% B#% 0
Ho'ell% M# 6# *1==D,# 3he effects of a 2(year !hysical education !ro(
ra" *+P$AE, on !hysical acti'ity and fitness in ele"entary school
students# Aerican %ournal of Public 6ealth, 2(% 1/2GF1//4#
+allis% J# 6#% McEen.ie% 3# C#% 1eets% M# ?#% 1eihle% $#% 5rwin% H#% 0
Cee% +# *2012,# Physical education>s role in !ublic health: +te!s
forward and bac)ward o'er 20 years and H@P5 for the future#
Research +uarterly for &/ercise and Sport, 27% 125F1/5#
+iedento!% D#% 0 'an der Mars% H# *2012,# 8ntroduction to physical
educa4tion, fitness ' sport *Gth ed#,# Bew Ror)% BR: McHraw Hill#
3reasure% D# 4#% 0 Aoberts% H# 4# *1==5,# $!!lications of achie'e"ent
oal theory to !hysical education: <"!lications for enhancin
"oti'a(tion# +uest, 9(, 4D5F4G=#
%ennifer 6ouston :;ehousto<asu.edu= is a doctoral student in the 3ary
Lou Fulton Teachers "ollege at Ari>ona State ?niversity in 3esa, A@,
and Paela Kulinna is a professor in the 3ary Lou Fulton Teachers
"ollege at Ari>ona State ?niversity in 3esa, A@.
3o learn "ore about this to!ic% refer to these $"erican $lliance for
Health% Physical 5ducation% Aecreation% and Dance resources at
htt!:99www#aah!erd#or9sho!: Physical #est Activity Auide! &l4
eentary Level, Third &ditionB Physical #est Activity Auide! Second4
ary Level, Third &ditionB Physical &ducation for Lifelong Fitness!
The
Physical #est TeacherCs Auide, Third &dition.
1 O O % O N L I N E
MS / *0*12S* S2*/2* 3 4*A&54 +16M656/
)ellness 3 7itness 1eha'ilitation Science
Sport +er!ormance 5raining )ellness 2oaching
Sport +sychology /ASM certi!ications in +*S%
2*S and/or 2+5
MS / S+615 MA/A8*M*/5 S5U9*S
7our degree trac"s
:A24*&61 67 S2*/2* / )*&&/*SS 3 75/*SS
/ASM certi!ications in 2+5
761 M61* /761MA56/% CALU
2A&& 1$;<<$.=.$<3-; 61
VS5 )))>2A&U>*9U/86
8&6:A& 6/&/*
2< Strategies