FALL 2000

NORTHWEST REGIONAL EDUCATIONAL LABORATORY NEW MOVES PE Reinvents Itself New Moves PE Reinvents Itself VOLUME 6 NUMBER 1 FALL 2000

ARTICLES The Death of Dodge Ball 2 As health advocates, including the surgeon general, issue warnings about a growing epidemic of obesity among American kids, PE is changing its focus from sports to lifetime fitness.

Gym Class Renaissance 14 Seattle is a leader in promoting the “new” PE, which is steering kids toward nontraditional activities (such as yoga, rock climbing, and golf) that they can enjoy for a lifetime. Leveling the 22 Playing Field For kids with disabilities, PE can be adapted to match their abilities and meet their needs, ON THE COVER: either in a special class or in the mainstream A climbing wall at Mountain View Middle School PE program. in Beaverton, Oregon, challenges students on both the physical and cognitive levels. PHOTOGRAPH BY RICK RAPPAPORT Dance Like a Caterpillar OPENING SPREAD: 26 Movement is essential to the physical and Students at Seattle's Roosevelt High get cognitive development of preschoolers, says pumped for the day in a morning class that includes cardio kick-boxing. the American Academy of Pediatrics. PHOTOGRAPH BY SUZIE BOSS Saving PE: 36 The Oregon Story Health and physical education advocates successfully mobilized a grassroots effort to include PE in the state’s new standards for mastery. Raising the Bar 44 Professor Terry Wood of Oregon State University expresses cautious optimism about the future of physical education in the U.S.

DEPARTMENTS 42 Dialogue I N T H I S I S S U E —Lee Sherman and lower costs. [email protected] for higher academic E’s however, renaissance, is threatened by money woes is threatened by money trends and back-to-basics Lumped across the nation. “frills” in with other so-called PE is such as art and music, the pub- a handy target when lic calls standards trimming this layer Ironically, of “fat” out of school pro- grams can add flab to young bodies. The impact of inactiv- ity on human health is well- known. Around the North- west, phys ed teachers and health advocates are fighting hard to keep PE—the “new” PE with its emphasis on life- long fitness—in the curricu- get an inside look at lum. To best some of the Northwest’s efforts to save PE—and to leave dodge ball in the past with white lipstick and big hairdos—read on. P in that sour faces. whap! imagined. Students are odge ball has not died. But odge ball has not died. ompared to this, dissecting ompared t’s been 30 years since I took been 30 years t’s my last painful my last painful there are signs that the main- stay of the old phys ed is ail- ing. Sure, you can still find this relic in gyms from Nome But lots of to Yellowstone. schools are replacing the pummeling with activities that kids of the 1950s and 1960s never scaling rock walls. Juggling colorful scarves. Balancing— or teetering—on unicycles. In Salmon, Idaho, they’re skiing down an artificial mountain behind the school. In Corval- lis, Oregon, they’re toning up on rowing machines and treadmills. In Seattle, they’re playing games of cooperation instead of competition— focused on beating their per- sonal best instead of cream- ing their peers. Who could have predicted back in dodge glory days that the new ball’s millennium would bring Fris- bee golf, inline skating, and interpretive dance to the schoolhouse? pig fetuses was kind of fun. pig fetuses D C I dreaded game. Yet I can still I can Yet dreaded game. skin and feel the sting—to my every-to my pride. Just about one it seems, despised else, months dodge ball, too. A few doing ago when I proposed my col- a magazine on PE, leagues all made PE!” was I hated “Yuck, a pretty standard response.

ention dodge ball and ention dodge grimace most people or groan. student when the power- ids who got hit (the slow, n the Northwest suburb n the Northwest where I grew up, we called it where I grew name, “prison ball.” Different your same object: to smack a with opponent mercilessly each hard rubber ball. Before a silent PE class, I would say prison prayer: “Anything but anything ball, please, please, prayer but that.” When my the went unanswered and choos- team captains started ing up sides, my prayer changed as my insides churned: “Please don’t let me be the last one chosen. And don’t let it hurt too much.” the fat, the unathletic, the ap- athetic) had to go to “prison” and stand around while more kids got walloped. Always a scrawny child, I didn’t have a chance against the brawny players. I would cringe and cower behind some other hap- less ful throwers were winding up, murder in their eyes. K

I M 2

THE OF DEATHDODGE A GENERATION OF HIGH-TECH COUCH POTATOES BALL MEETS A NEW KIND OF PE By LEE SHERMAN 3

PHOTO BY SUZIE BOSS 4 sixth-grade boy zaps digital monsters left and Student Requirements: right without breaking a sweat. But climbing a NORTHWEST STATES PE is mandated through Health Enhancement at the Here’s an updated flight of stairs makes him huff and puff. A 15-year- ATAGLANCE state level. Credit is given; A look at PE in the Northwest as first reported in seventh- and eighth- old girl tapes every episode of Friends and watches Shape of the Nation, a survey on state physical graders receive one-half them over and over. One lap around the track, however, education requirements conducted in 1997 by unit each year, and ninth leaves her gasping. A mom drives her kids to Blockbuster the National Association for Sport and Physical through 12th receive one Education: to rent Air Bud. Across the street, the neighborhood unit over a two-year pe- riod. At the middle and hoop casts a lonely shadow in the afternoon sun. There’s ALASKA— IDAHO—The state has high school levels, 112 not a basketball—or a player—in sight. Who Teaches PE: At the developed a comprehen- minutes are required; at Fingertip technologies have largely relegated swim- elementary level most sive PE curriculum. the elementary level, there large schools employ Who Teaches PE: At the is no time requirement. ming holes, tree forts, and sandlot ball games to history. physical education special- elementary and middle Grades are given, and are In the vernacular of Generation Y, “surfing” has noth- ists, which means that levels PE is taught by certi- included in the GPA at most elementary students fied health and PE special- most districts. One unit is ing to do with hanging 10 on a fiberglass board. Many in the state receive some ists. In high school PE is required for graduation. No of today’s kids are deft with a computer mouse, and they PE instruction each week taught by certified PE spe- substitutions are allowed. smoke with a remote. But as they increasingly play and from a certified teacher cialists. Six hours every with a PE endorsement. five years are required to OREGON—All programs learn in the blue glow of cathode-ray tubes, their health Many of the smallest meet continuing education K-12 must provide instruc- and fitness have declined alarmingly. While their fingers schools, however, do not certification. tion in physical education may be nimble, their arms and abs are too often fat and employ specialists. The Student Requirements: through common curricu- same is true of the middle PE is mandated by the lum goals. The 1999 Ore- flabby. For a lot of kids, their endurance for lolling on and high school levels, state in grades 1-8. Credit gon Legislature passed a the living room sofa beats their stamina in the gym by where the larger schools is given for courses taken bill to include physical edu- miles. In the couch potato Olympics, today’s kids would have one or more certified as electives in high school, cation in the Certificate of teachers with PE endorse- and grades are included Initial Mastery standards. bring home the gold. ments, while the smaller in the GPA. One credit of The standards and bench- Schools must step up to fill the fitness void, health ex- schools do not. Teachers health is required for grad- marks currently being must complete six semes- uation. No substitutions developed will be imple- perts nationwide insist. Government agencies and ad- ter hours every five years are allowed. mented in the 2001-2002 vocacy groups such as the Centers for Disease Control to meet continuing educa- school year. and Prevention (CDC), the U.S. Department of Health and tion requirements, but MONTANA—The state is Who Teaches PE: At the there is no requirement moving toward a more elementary level, more Human Services, and the American Heart Association are that these credits be from health-oriented approach, than half of the schools clamoring for daily physical education at every grade their area of endorsement/ termed Health Enhance- have physical education level. The surgeon general recommends that commu- specialization. ment. specialists. Classroom Student Requirements: Who Teaches PE: PE is teachers are responsible nities provide “quality, preferably daily, K-12 physical ed- The state has no require- built into this component. for teaching PE in other ucation.” Even the president recently called for a ments for elementary PE. At the elementary, middle, schools. In middle schools, classroom teachers and “renewal of physical education in our schools.” At all levels, time allocation or junior high levels, class- for PE is a district decision. room teachers or certified certified health and PE But other factors are conspiring to undermine these Most districts give grades health and PE teachers specialists teach PE. In recommendations. Just when kids are logging more and include them in the teach PE. At the high high schools, certified GPA. One credit of health/ school level, only certified health and PE specialists seat time at home, school reformers and budget cutters PE is needed for gradua- PE specialists teach PE. are required to teach PE. are lopping nonacademic classes off the school roster. tion. Substitutions are ac- Teachers must earn six However, there are rare The convergence of dwindling dollars and higher stan- cepted, but this is a local university credits or 60 in- instances when schools decision. service credits every five “misassign” other teachers dards has squeezed out PE in many states and districts. years at meet continuing to teach physical education. Together, these trends have created what some are call- education requirements.

NW Education / Fall 2000 Student Requirements: ing a crisis in children’s health. called the Presidential Council on Physical Fitness and 5 PE is mandated by the “Recent studies have shown that the vast majority of Sports in response to a study showing poor muscle state. In elementary and middle school PE is taught America’s children and youth are not physically fit,” strength among U.S. students. each year, with no time re- the U.S. Department of Defense notes on its Web site. But, like so many initiatives in education, the PE pen- quirements. In high school, “And more tragically, they are not getting enough phys- dulum has swung back again. Despite continuing calls one year is required. Credit is given, and grades are ical education to understand how and why to keep from Congress and others for keeping and/or beefing included in the GPA. One themselves fit for life.” up PE, physical education programs have dwindled or credit is required for grad- uation. To waive any part To address this growing concern for the long-term died over the last 10 to 15 years. Today, not one state of the graduation credit, health and well-being of Americans, PE is undergoing mandates daily PE. Only one-fourth of high school stu- a district must make a a radical transformation. In schools where PE has man- dents take gym every day, according to the landmark request of the State Board of Education. aged to hang on, enlightened teachers are introducing 1996 report of the Office of the Surgeon General, Phys- kids to activities they can take with them through the ical Activity and Health. Between 1991 and 1995 WASHINGTON—As part years. Instead of dodging a hard rubber ball, kids are alone, the number of kids taking daily PE plunged of statewide educational reform efforts, health and mastering cool moves on inline skates and cross-coun- steeply, from 42 percent to 25 percent. Fewer than half PE are considered essen- try skis. Instead of doing a million jumping jacks, they’re of U.S. middle schools and just over a quarter of high tial parts of learning. Who Teaches PE: At the learning to maneuver mountain bikes, balance unicycles, schools require at least three years of PE. In fact, most elementary level, PE is bounce on pogo sticks, juggle plastic bowling pins— high school students take only one year of PE between taught by classroom teach- even manipulate wheelchairs with ease. They’re paddling ninth and 12th grades, the National Association for ers. At the middle and high school levels, certified PE white-water kayaks. Dancing to Latin music. Fishing Sport and Physical Education (NASPE) found in a 1997 specialists and classroom for rainbow trout. Climbing vertical rock walls. Doing state-by-state survey. teachers teach PE. Teach- stuff you might see on the cover of Outdoor magazine “I think we’re paying a tremendous price for the ers (except those with master’s degrees) must or in the pages of Sunday’s lifestyle section. rollback in physical education,” Surgeon General David complete 15 hours of con- “We need to find ways to attract students to the joys Satcher told the convention of the American Alliance for tinuing education credits of movement,” Professor R. Scott Kretchmar of Penn- Health, Physical Education, Recreation, and Dance in a year. Student Requirements: sylvania State University recently told Education Week. March. “One of the greatest contributions you can make PE is mandated by the “We need to make it as powerful as the draw of com- to an adult’s health is to get them started as a child on state. Grades 1-8 average 20 minutes a day. High puters and television.” a lifetime of physical activity.” schools require two years There is a loud lament among journalists, policy- of PE. Credits are given, OBESITY CRISIS makers, health advocates, and physical educators over and most districts include them in the GPA. Two Advocacy for physical education is hardly new. Way what Professor Charles Kuntzelman of the University of credits are required for back in the mid-1700s, no less an American icon than Michigan calls the “substantial erosion” of PE pro- graduation. Substitutions Benjamin Franklin was calling for schools to “have grams. McCallum drives the point home in his April are allowed. provisions for running, leaping, wrestling, and swim- Sports Illustrated article, “Gym Class Struggle.” ming,” writer Jack McCallum reports in Sports Illus- “The saddest thing about the decline in physical ed- trated. But it wasn’t until the next century that officials ucation,” he writes, “is that we now know so much began linking physical education with public health about the benefits of physical fitness and the perils of a concerns. And yet another hundred years rolled by be- sedentary lifestyle. Principals and school-board mem- fore physical education became a national priority. bers who themselves may be in fitness programs are That’s when President Eisenhower created what is now often the ones who slash budgets and resources for

NEW MOVES 6 gym class; they do so even as they are inundated with re- methodology classes each ports about the obesity crisis in our Twinkie-eating, TV- ON YOUR MARK, afternoon and practice those new skills in their watching, video-game-playing younger generation.” GET SET, GO! Preparing to Teach PE student-teaching class- Among the troubling findings reported by the surgeon rooms each morning. This By Barbara Cusimano allows them to fully inte- general, the CDC, the journal Pediatrics, and other grate theory with actual sources are these: Across the nation, schools standing teaching one practice. Our program also • As many as 25 percent of children and adolescents are of education are fighting week and a pink slip the puts student teachers into to survive. Education as next. Even though she three school settings (ele- overweight or obese a discipline is just not as moved to another district mentary, middle, and high • The percentage of youths who are overweight has highly valued as programs further away from the uni- school) across the entire more than doubled in the past 30 years in engineering or computer versity, we continue to school year from Septem- technology, for instance. send our students to her ber to June, beginning with • Nearly 40 percent of kids ages five to eight have con- And since teaching is not because she models ex- the opening of school. An- ditions that significantly increase their risk of early a highly respected profes- actly what we’re trying other unique aspect of our heart disease sion in the community, to teach. program includes the use schools of education have But there is a basis for of a cohort model within • Some 70 percent of girls and 40 percent of boys ages had to fight to promote optimism. About the time physical education content. six to 12 do not have enough muscle strength to do more their programs within their Measure 5 passed, the uni- Students enter the program own universities and at the versity moved to a fifth- together and progress than one pull-up same time try to draw in year professional teacher through courses and expe- Using facts like these to get people’s attention, health prospective students. preparation model. Prior to riences together. They pro- advocates are fighting to keep or reinstate physical ed- Physical educators that we had an undergrad- vide invaluable support are looking at a double uate program in which stu- to one another as they ucation in places where PE dollars are drying up and the whammy: Not only is edu- dents earned a bachelor’s develop new skills. three Rs are crowding out other subjects. There’s even cation fighting for respect, degree while earning certi- About 20 students typi- a Web site where teachers can get ideas for defending so is physical education. fication to teach K-12. cally apply to our program Here in Oregon, physical Under the new program, each year. We admit any- PE in their own schools and communities (http:// education teachers have students first complete where from half to three- pecentral.org/websites/defendingpe.html). watched their programs their bachelor’s degree and fourths of those applicants. In Oregon, advocates recently won a big victory when shrink or disappear under then apply to a one-year, Our acceptance numbers the pressure of falling bud- graduate-level program. At are based on how well we they convinced lawmakers to include phys ed in the gets and rising academic the end of the year, they are feel we can mentor the newly developed statewide standards for a Certificate of standards driven by educa- certified to teach across all students and on the num- tion reform. The standards levels—from pre-primary ber of quality mentor teach- Initial Mastery (for details, see “Saving PE: The Oregon movement coincided with through high school—and ers available in the area Story” on Page 36). In Washington, D.C., Alaska’s Sen- the 1990 passage of Mea- they hold a master’s degree surrounding Corvallis. ator Ted Stevens has won wide co-sponsorship for his sure 5, a citizen’s initiative in teaching. We have been very suc- limiting property taxes. It’s quite different from cessful with our fifth-year Physical Education for Progress (PEP) bill. Currently These two events dove- other education programs program. Ninety to 95 per- making its way through the labyrinth of congressional tailed to hurt Oregon around the country. Most cent of our graduates are decisionmaking, the bill would authorize grants of $400 schools. The impact was teacher preparation pro- hired each year, mostly in felt in OSU’s physical edu- grams have students com- Oregon but also in Idaho, million over five years to schools and districts for equip- cation teacher preparation plete their coursework Washington, Arizona, ment, curriculum development, and teacher training in program, as well. Some of before placing them in a Nevada, Colorado, and Cal- ifornia. We get calls from PE. “It’s not just to keep the next generation from be- our best mentor teachers full-time student teaching —those who work with as- experience. For our stu- administrators every year, coming obese,” Stevens told Andrew Mollison, a re- piring teachers in the field dents, coursework and especially from elementary porter for Cox Newspapers, in April. “The kids who —lost their jobs. One of practice are braided to- schools, asking for appli- our mentor teachers re- gether. They learn about cants. We often have no are causing all this violence and bullying are not getting ceived an award for out- teaching in their on-campus one to send to them. the organized physical activity where you let off steam

NW Education / Fall 2000 Because ours is a grad- Barbara Cusimano is an and learn about things like waiting your turn and not win- 7 uate program, we have Associate Professor of Ex- ning all the time.” attracted some older stu- ercise and Sport Science dents who have been out at Oregon State University. in the world. Although This year she received the HALL OF SHAME they’ve had successful Excellence in Teaching One hurdle advocates need to leap is the widespread dis- careers doing something award from the College else, they realize they of Health and Human Per- like—even hatred—of PE among parents, policymak- missed the boat. They formance. Professor Cusi- ers, and the general public. Many baby boomers vividly chose to go into business mano is widely published or some other high-paying in her specialty, effective remember the hurt and mortification they endured in field, but their dream has methods for teaching PE. punishing games like dodge ball and team sports that always been to work with pitted athletic kids against clumsy ones, aggressive kids in a physical educa- tion setting. against timid. And then there was the cruel practice of I think one strength of choosing up sides. Countless children were deeply our program—and the wounded when team captains passed them over again reason folks want to hire our graduates—is that our and again in favor of their more agile peers. “For most courses are content-based. of us, the ghost of PE past looms large,” writes A. Vir- Of the 57 required credits, 54 are within physical edu- shup in Women’s Sports and Fitness. “Ask any group cation. Students learn the of 10 adults for their memories of gym class and seven usual things about plan- of them will launch into litanies of frustration and hu- ning lessons, teaching skills, and assessment— miliation: the groans when they came up at bat, the but all within the context of failure to do a single pull-up on the annual fitness test, physical education. They the gruesome uniforms.” In her 1999 article, “Why immediately take what they learn and transfer it to the Janey Can’t Run,” Virshup concludes that “PE seemed classroom, rather than less a class than some tribal ritual for jocks to enjoy and having to make those con- the rest of us to endure.” nections themselves from more generic content. McCallum echoes this view when he writes: “We re- I would like to be opti- member gym class so vividly because it brought out emo- mistic about the future. I’m hopeful that as we spread tions and existential crises that are central to our the word and start educat- development. Fear. Intimidation. Humiliation. Nausea. ing folks about the new PE Abject failure. Angst. Neurosis. All that—and showers, too!” standards and benchmarks for the state, and the im- Several years ago, a physical educator in Vinton, Iowa, portance of developing a championed dignity for kids when she convinced the physically active lifestyle at school board to build individual dressing and shower stalls a young age, there will be a turnaround in physical in the locker rooms. “When you ask kids whose bodies education programs in are changing to undress and shower in front of everyone, Oregon and beyond. you’ve destroyed their self-esteem before they even get into the gym,” the teacher, Beth Kirkpatrick, argued. There are still plenty of teachers who adhere to the “old” PE. But defenders of the “new” PE are on the of- fensive. The Journal of Physical Education, Recre-

NEW MOVES 8 ation, & Dance ran a three-part series in the 1990s called schooling. The new PE focuses on pursuits that stu- “The Physical Education Hall of Shame” in which author dents can use in the real world for fun and fitness. The and educator Neil Williams lambastes the worst practices. old PE was geared for the physically gifted. The new PE Not surprisingly, the Number 1 “charter inductee” is is designed to let every kid succeed. Describing the dodge ball, which the author calls “a litigation waiting gym-class renaissance in the New York Times several to happen.” In this brutal contest of the mighty against years ago, Melinda Henneberger describes “a growing the meek, “at most, about half of the students really curriculum overhaul in physical education, replacing play—the rest hide in the farthest reaches of the gym.” competitive sports with activities that prepare children Another top pick is Duck, Duck, Goose, a circle chase for lifetime health rather than for varsity teams. The game for primary kids in which “at least half of the stu- goal,” she writes, “is not so much to learn to score a bas- dents in the class will never be picked, friends usually pick ket as to develop body awareness, hand and motion friends, and generally, about five students do all of the skills, and the confidence to try new activities.” playing,” he reports. The author, a PE professor at East- ern Connecticut State University, is also scathing about SIGNPOSTS FOR TEACHERS elimination games like musical chairs. Such games, he To guide schools in designing high-quality physical ed- argues, are “self-defeating, because the students who are ucation programs, NASPE recently developed a set of na- in the greatest need of skill development are immediately tional standards to serve as “signposts” for teachers, in banished, embarrassed, and punished, and then given no the words of Professor Terry Wood of Oregon State opportunity to improve.” University. “The standards are not a national curriculum, For inclusion in the Hall of Shame, activities or games but a set of criteria that provide a profile of the physi- meet some or all of the following criteria: cally educated student at each grade level,” says Wood, • Absence of the purported objectives of the activity who served on the task force that developed the stan- or game dards. “Each state or district must determine the ap- • Potential to embarrass a student in front of the rest propriate curriculum to meet the standards, which of the class serves as a planning document for states and districts.” • Focus on eliminating students from participation The most surprising thing about the seven standards • Overemphasis on and concern about the students is the heavy emphasis on attitudes, social interaction, and having “fun” thinking skills. PE teacher Tom Heath of Jefferson Ele- • Lack of emphasis on teaching motor skills and life- mentary School in Corvallis, Oregon, explains that the time physical fitness skills standards fall into three broad areas: movement skills, • Extremely low participation time factors lifetime fitness, and interpersonal skills, including self- • Organizing into large groups where getting a “turn” management and respect for diversity. The National is based on luck or individual aggressiveness or Standards for Physical Education indicate that a physi- competitiveness cally educated student: • Extremely high likelihood for danger, injury, 1. Demonstrates competency in many movement forms and harm and proficiency in a few movement forms The old PE emphasized competition, while the new PE 2. Applies movement concepts and principles to the stresses cooperation. The old PE taught mostly team learning and development of motor skills sports, which have limited application after formal 3. Exhibits a physically active lifestyle

NW Education / Fall 2000 4. Achieves and maintains a health-enhancing level of 9 A QUALITY CHECKLIST physical fitness

Carl Gabbard, Professor in skills in games/sports, 5. Demonstrates responsible personal and social the Department of Health dance/rhythm, and behavior in physical activity settings and Kinesiology at Texas gymnastics 6. Demonstrates understanding and respect for differ- A&M University and past • Provides opportunities President of the National for students to enhance ences among people in physical activity settings Association for Sport and their knowledge and un- 7. Understands that physical activity provides opportu- Physical Education, lays derstanding of human nities for enjoyment, challenge, self-expression, and out the following essen- movement in a variety tials of a quality PE pro- of physical activities social interaction gram in an article titled • Promotes safe behaviors In its 1995 publication Moving into the Future: Na- “Physical Education: by incorporating proper tional Standards for Physical Education, the NASPE task Should It Be in the Core safety practices into physi- Curriculum?” that ran in cal education lessons force provides sample benchmarks at every other grade Principal magazine in • Fosters creativity level, K-12. For example, to meet Goal 2 (“applies move- January. A quality • Promotes self-under- program: standing and acceptance ment concepts and principles to the learning and de- • Is an integral part of, and • Promotes positive social velopment of motor skills”) a kindergartner should be consistent with, the total interaction and self-control able to walk, run, hop, and skip in forward and sideways educational philosophy • Recognizes and provides of the school for learning enjoyment directions, and to change direction quickly in response • Serves the diverse needs and fun to a signal. She should identify and use a variety of re- of all students • Helps each student learn lationships with objects (such as over, under, behind, • Is based on an estab- how to manage risk-taking lished written curriculum and other challenges alongside, and through). She should begin to use the “leg • Is of sufficient breadth flexion” technique to soften the landing in jumping. and depth to be challeng- ing to all By sixth grade, a student should be able to detect, an- • Is developmentally alyze, and correct errors in personal movement patterns. based and progressively He ought to identify proper warm-up and cool-down sequenced from year to year techniques and the reasons for using them. And he • Is regularly updated and should know basic practice and conditioning principles revised that enhance performance. • Has well-defined objec- tives for progressive To meet the standard, a 12th-grader should, for ex- learning ample, be able to participate in a tennis match using all • Is built around the devel- of the basic skills, rules, and strategies with some con- opment of efficient, effec- tive, and expressive sistency. She should be able to pass the Red Cross in- movement abilities termediate swimming requirements; get nine out of 10 • Provides opportunities for the development of arrows on the target from 40 feet; navigate a kayak fundamental movement skillfully and safely through white water; use advanced patterns and specific offensive and defensive shots successfully in a racquet- movement skills • Provides experiences to ball game against an opponent of similar skill; and/or enhance the development demonstrate the skills for a black belt in karate. of physical fitness The first press run of 2,000 standards documents was • Provides opportunities for students to develop snatched up quickly, Wood reports. But, he says, trans-

NEW MOVES 10 lating the words into practice is the critical next step. It each and every school day. Chucking their backpacks on could in fact spell life or death for physical education. the perimeter, they quickly find spots on the floor while “There is little doubt that physical educators, pressured Greiner climbs onto a table up front. “All together by the national reform movement with its emphasis on now!” She leads them through a series of warm-ups and content standards, alternative assessment strategies, and intricate dance moves. “Heel, heel, toe, toe, front, side, higher-order learning objectives, were waiting for some back, side!” she calls. Every foot is on cue, every eye is direction,” Wood asserts in a 1996 article in Teaching on Greiner, all children are quietly concentrating— Elementary Physical Education. “Now that the dust except when they’re singing along with the music. has settled after the initial rush to obtain the standards, “Lookin’ good! Don’t forget that hop at the end!” teachers, schools, and districts are faced with a funda- No couch potatoes here. ■ mental challenge not addressed in the document—im- plementation. How this challenge is met will determine the long-term success of the standards, and to some degree the future of PE in the public school system.” Top-notch teachers, like Meg Greiner in the rural Ore- gon town of Independence, consciously build their pro- grams around the concepts contained in the standards. “Good teachers naturally do, because the standards are everything that physical education should be about,” says Greiner, who teaches at Independence Elemen- tary. “It’s about diversity. It’s about movement concepts and manipulative skills. It’s about dance, rhythm, and coordination. It’s about fitness for a lifetime. It’s about self-management and social behavior. My classes are full of all those things.” Every morning before the first bell, you can find Greiner alone in the empty gym. Wearing her “PE Rulz” T-shirt and a colorful pair of Hawaiian shorts, the award- winning teacher is thumbing through an eclectic col- lection of CDs—everything from polkas to Irish dance tunes to mariachi, ragtime, country, and zydeco (Cajun music from southern Louisiana, featuring guitar, wash- board, and accordion). Not least are the hot pop stars like Celine Dion, Backstreet Boys, and Sheryl Crow. “That’s how you get the kids hooked in,” Greiner explains. At 8:30 sharp she flings open the gym door and stands back. A herd of 350 gyrating grade-schoolers— mixed with a few parents and teachers—gallops in for Team Time, the all-school exercise class that kicks off

NW Education / Fall 2000 snap SHOTS hockey. In warmer weather, stu- 11 FROM BOCCI TO BUKA BALL dents go outside to experience ROOSEVELT HIGH SCHOOL ultimate Frisbee, soccer, lacrosse, SEATTLE, Washington— flag football, and softball. Although golf occupies a special than public schools, has been The department at Roosevelt at place in his heart, Darrell Mont- offered since Montzingo ob- times uses heart monitors in fit- zingo has never met a sport he served a game of it. Students ness classes, so students can didn’t like. Now head of the de- can chose inline skating or the see for themselves what it takes partment of physical education circus arts of juggling and unicy- to reach their desired heart rate. at Seattle’s inner-city Roosevelt cling. Next fall, the department “Less active kids reach their tar- High School, Montzingo brings will initiate a body-toning class, get just walking, while others to his job a playful spirit and a which the faculty hopes will draw have to work much harder,” fascination with games of all more women into weight train- Montzingo says. “The monitors kinds. “My goal,” he says, “is ing. New in February, a rock- are great; kids can check it for to introduce a new activity every climbing wall is a popular themselves, which empowers year.” He particularly enjoys addition. them and frees up the instructor.” bringing in games from other Individual sports offered include Parents have given the program cultures. “I was in Spain last croquet, horseshoes, and what thumbs up. Says Montzingo: year, where everywhere you Montzingo calls create-a-sport. “They say, ‘We never had the op- see old men playing bocci ball “I try to get kids to make up portunity to do that!’ In fact, par- [similar to lawn bowling] in the games,” he says. For this assign- ents are often more articulate in dirt. Next year we’ll start that. ment, students typically combine appreciating the program than Buka Ball is an Asian game we two games and change the rules the kids are. Still, we have a lot use, too. It’s like a cross be- accordingly. Students have tried of kids who come in from ninth tween volleyball and Hacky Sack blending basketball with soccer grade saying, ‘I hate PE. I’ll be [footbag]. You use your feet, or basketball with golf. Or they’ve the worst again, and no one will knees, or hands to kick a bam- dreamed up new variations of pick me for their team.’ Well, here boo ball over a net, using volley- the old classic, capture the flag. that won’t happen. Those kids ball rules. We like it because it And, true to his real passion, take alternative sports and find equalizes males and females.” Montzingo offers golf as well as out that they can be as good and When Montzingo was hired at coaching the school’s golf teams. as active as the others.” Roosevelt in 1992, the physical What he calls it his “inner-city In all their eclectic offerings, one education program—consisting golf project” is sponsored by the thing is clear: Roosevelt PE in- of team and individual sports Professional Golfers Association. structors are steering students and weight training—looked “Hey, you can play golf all the toward forms of exercise they pretty traditional. Over the last way until you’re a senior citizen,” can enjoy for years to come. “I eight years, however, the depart- Montzingo notes. “I tell the stu- want them to develop routines ment has moved away from that dents that a lot of them will find they will follow for the rest of approach to offer more choice themselves on a golf course for their lives,” Montzingo says. ■ and to focus more on lifetime business reasons or with their leisure activities, including walk- families at some point in their —“Snapshots” by Maya Muir ing and individual sports. future. It’s a great life leisure To graduate at Roosevelt, stu- sport.” dents must take four PE classes Traditional team sports have not for two full credits from a smor- entirely gone by the wayside. But gasbord of choices. Tai chi has the old model of kids playing one been available in the past; yoga, sport all semester is no longer aerobics (including walking aer- to be found. Instead, interested obics), handball, archery, and students rotate in the winter swimming are today. Lacrosse, through two weeks each of Buka more frequently played in private Ball, volleyball, basketball, and

NEW MOVES 12 for excellence in the field. In LIFETIME FITNESS 1998, Kephart won the Alaska DIMOND HIGH SCHOOL NASPE award for High School Physical Education Teacher of ANCHORAGE, Alaska—When (from weight lifting); (5) flexibil- the Year, followed by the North- students take soccer from PE ity; and (6) stress management, west district award, and finally teacher Dale Kephart at Anchor- taught by progressive muscle the national award. age’s Dimond High School, they relaxation techniques and The video Kephart submitted to don’t have the usual all-or-noth- visualization. the award committee features ing experience of playing in a “We also teach about nutrition, her Lifetime Personal Fitness game or, alternatively, sitting on substance abuse, posture, and class. In it, she has students the sidelines for the whole class miscellaneous subjects like the begin with a warm-up of some period. Instead Kephart, who effect of hot and cold weather basic dance steps, followed by has been teaching one form of on exercise, because here in a stretch. Then students divide fitness or another for 33 years, Alaska that makes a big differ- into groups and move through keeps all the kids busy all the ence,” Kephart says. “And we a series of stations focusing on time. They start with warm-ups talk about how exercise helps the difference between moder- then move into a series of exer- prevent cardiovascular disease. ately intensive activity (such cises—five minutes each of We weave these concepts as aerobic dance) and high- push-ups or crunches, dribbling, throughout so that classes intensity activity (such as jump- playing two-on-two, and mini- actually teach wellness.” ing). At each station, students games where everyone is active But, she’s quick to add, the do a different activity: aerobic —before the cool-down period. focus is still on activity. Despite steps, hamstring curls, jump “It’s just not enough anymore all the concepts Kephart covers, rope, modern dance move- to throw the ball out there and she doesn’t like her students sit- ments, jumping over small plas- have them play,” says Kephart. ting still in class for more than tic hurdles, and a shuttle run in “You get some cardiorespiratory five minutes. “Sometimes I have which a basketball is passed exercise from that, but the other them grab their notebooks and back and forth. “They learned components of fitness aren’t work for up to five minutes on how their heart rate varied dur- addressed. We really try to build a worksheet,” Kephart says. “If ing different kinds of activity,” for a lifetime of fitness here, in they are doing circuits of activi- says Kephart. “I finished with all our activities.” ties around the gym, they pause cool-down exercises, during Kephart is a nationally recog- before each one to work together which I reviewed the concepts.” nized pioneer of this approach, figuring out questions on the Kephart also stresses that she and has been actively involved sheet about that area. Or,” she teaches leadership and critical in promoting it since the early continues, “sometimes I deliver thinking by having students 1990s throughout Alaska in her the concepts during cool-down teach each other what they have work on the Anchorage School periods. At the end of the week, learned, and devise exercises to District Curriculum committee. I ask them to work in groups to illustrate concepts for the entire Currently in that state, the most remember the points covered. class. Usually these are done explicit introduction kids get to Every second week, I test them.” cooperatively. this approach is a Lifetime Per- In developing curriculum for “I’ve always taught PE with fit- sonal Fitness Course, one of the district and her high school, ness in mind,” says Kephart, three semester-long PE courses Kephart and her colleagues re- “but now we have more infor- required for graduation. Kephart lied on guidance from the Na- mation about how to do that, identifies six components for tional Association for Sport and and we understand why it’s im- all-around fitness: (1) cardio- Physical Education (NASPE), portant. Our goal is to have all respiratory fitness, or aerobics; a member of the Alliance for kids be as active as possible (2) body composition; (3) mus- Health, Physical Education, and to understand why that cular endurance (from repeated Recreation, and Dance. NASPE matters.” ■ motions); (4) muscular strength recognizes individual teachers

NW EDUCATION / Fall 2000 Health Enhancement class rein- 13 COWBOY JITTERBUG forces the message for freshmen BIG SKY HIGH SCHOOL and sophomores. Subjects in- clude nutrition; violence preven- MISSOULA, Montana— get a good workout hiking up tion; sexuality; communications; Cowboy jitterbug is hot in Mon- and down those mountains.” drugs, alcohol and tobacco pre- tana right now. It’s also hot at Thomas and her colleagues are vention; and mental health issues Big Sky High School, where kids preparing about 100 students like stress and time manage- kick up their heels for credit. “We now to participate in a five- ment. “We encourage students actually require it,” says veteran kilometer community run. “It’s to set personal goals for them- PE teacher Maureen Thomas, a walk/jog, and we care more selves in relation to each topic,” “but it’s also very popular. We about having kids take part than Thomas says. offer it because we want our being front-runners,” Thomas Thomas says she took much students to recognize that danc- says. “We’re offering practice of the inspiration for these new ing can be part of an active life- in PE twice a week, and asking ideas from annual conventions style.” Jitterbugging—soon to students to practice once a of the Montana Association for be followed by swing if Thomas week on their own.” Health, Physical Education, has her way—is part of a strong One key to the success of the Recreation, and Dance. She at- emphasis on introducing teen- Big Sky program is that, as tended her first convention in agers to activities that can keep much as possible, students the mid-1980s, and came home them active and healthy their choose and take ownership of brimming with ideas. Since then, entire lives. their activities. At the beginning she has served as president and Some of those activities offered of the Lifetime Fitness class she is now executive director. “Our for credit at Big Sky, such as teaches, Thomas lists all possi- field is changing so fast,” she tennis and softball, can be found bilities and students rank their says. “Ongoing professional de- at other schools and in most preferences. The class rotates velopment is very important.” parts of the country. Other through the choices. “Last se- Thomas was singled out this choices draw more heavily on mester’s class chose fly-fishing, year for her contributions to PE the assets of the Montana envi- tennis, golf, folf, and softball in when she was named one of ronment. “Montana Fish, Wild- the fall, and racquetball, bad- four Montana winners of the life, and Parks works with us on minton, the climbing wall, and Milken Family Foundation a fishing unit,” says Thomas, downhill skiing in the winter,” Awards, which come with “and we have mountain biking she says. a $25,000 prize. on trails near the school. We’re Thomas adds, “We have an When Thomas’s name was sub- working with the University of elective every period of the day mitted to the Foundation, some- Montana to introduce kayaking. to make it easy for students to one voiced surprise that it would When possible, cross-country choose, and they are always full, be given to someone who taught skiing is available, and even with more kids wanting in.” a subject that was not part of downhill skiing. The response Thomas also encourages stu- the core curriculum. State Su- this year to the latter was tre- dents to take responsibility for perintendent of Public Instruc- mendous. We actually took 450 their own health with heart-rate tion Nancy Keenan responded kids out on four separate days monitors during aerobic activi- that in Montana, PE is core cur- of ski trips.” ties, so kids know what to aim riculum. ■ Another favorite is “folf”(also for in their various sports. “Also, known as “disc golf”), a combi- from the freshman year on, we nation of Frisbee and golf. “You require each student to keep an throw something like a Frisbee activity log,” says Thomas. “Even only heavier,” says Thomas, moderate activity contributes to “and you have to hit certain health, so we count it, too. This holes. We bus the kids to a technique helps them be aware recreation site for it, and they and take charge.” The required

NEW MOVES GymClassRenaissance

In the “new PE,” every kid can succeed, not just the jocks

Story by Suzie Boss

PHOTO BY RICK RAPPAPORT SEATTLE, Washington— the agility of circus performers. says, in a district that has is to make physical activity so 15 PE never used to look Anyone old enough to remem- adopted content frameworks appealing that it becomes a like this. At Meany ber when gym class involved for physical education and em- habit—especially for the 75 Middle School in the choosing up teams for dodge ploys a teaching staff of about percent of high school students Capitol Hill neighbor- ball will be amazed by the trans- 150 PE specialists. And Seattle who are currently not enrolled hood, morning gym formation. kids are all the better for it: Test in any PE classes, according to class gets underway And that’s great news, accord- scores consistently show them the U.S. Surgeon General. At a with a blur of 80 bodies ing to Bud Turner, coordinator to be some of the fittest young time when American youth are in motion, a whir of of K-12 physical education for people in the nation. Last year, less fit and more fat than ever skate wheels across the Seattle Public Schools. At 54, the district had 6,000 students before, educators make no wooden floor, and the Turner has spent three decades earning the Presidential Physi- apologies for using fun to moti- throb of a golden oldies selling his community on the cal Fitness Award by scoring at vate kids to get up and get mov- soundtrack. benefits of what he calls “suc- or above the 85th percentile on ing—not just for gym class, but On the north side of the city at cess-oriented PE.” It’s an ap- each of five fitness challenges. for a lifetime. Roosevelt High, two dozen teens proach that’s gathering Two schools in the district are start the day kick-boxing to a momentum nationwide by national demonstration sites for NOBODY SITS OUT funkier rhythm, doing their best teaching kids to work for their the President’s Challenge, and Sue Turner, a Washington State to keep pace with a high-energy personal best rather than best- others receive a steady stream PE Teacher of the Year, can re- instructor named Teri Galloway. ing the opposing team, to ele- of visitors. member what it was like to be a When she calls “time,” students vate wellness above winning. While Seattle may be the new teacher nearly 30 years ago. pause to check their electronic “It’s all about kids saying, ‘Aha! largest district in the region to She based her curriculum on heart-rate monitors and catch I can do it!’” says Turner. “And embrace the new PE trend, other competitive team sports like their breath. In an adjoining then it becomes a personal districts and individual teachers basketball and softball, just room, classmates line up to thing, to see how far they can are pedaling fast in the same di- as she’d been taught. But she scale a plywood wall that’s been go.” The gym offers an ideal rection. Classes in mountain couldn’t help noticing that the implanted with plastic “rocks” venue for teaching cooperation, biking, downhill skiing, and other gifted athletes—maybe 10 or 15 to use as handholds. Getting creativity, and critical thinking, thrill-packed adventure sports, percent of her students—would across the horizontal span with- he adds, right along with physi- along with more relaxing pur- dominate the action while the out dropping to the padded cal skills. suits such as yoga and tai chi, majority of kids seldom touched floor takes not only upper-arm From his involvement on na- are such a departure from gym the ball. When class ended, half strength, but also good thinking. tional advisory committees and classes of old that even Sports the students would swagger out At Sanislo Elementary in south years of leadership and writing Illustrated has paused from cov- as winners and the other half Seattle, youngsters run a warm- in the field, Turner knows that ering pro sports to weigh in on dragged out as losers. “Kids up loop around the schoolyard his school district “is far ahead their merits. came out of gym class scream- then pour into the gym, eager to of much of the rest of the coun- If these courses sound like ing at each other about who ride unicycles, turn handsprings, try” in reforming its physical the program listings from a pri- had won that day. I knew they and juggle sets of balls, pins, education curriculum. “PE gets vate health club or outdoorsy needed something different,” and even tennis racquets with the attention it deserves,” he resort, it’s no accident. The idea she explains, “where they could

NEW MOVES 16 compete against themselves who turns a series of hand- successful—is a hallmark of the term, beams instructor Teri instead of against each other. springs so fast, her body seems the new PE. That means no relay Galloway, “They were probably They needed alternatives.” to blur. “And they love to show races where a dozen students my fittest students.” Not only That’s when she started in- off,” she adds with a laugh, stand and watch for every kid had their cardiovascular fitness troducing individual activities pointing to a small boy zipping who runs. It means assigning and endurance improved, but like tumbling. Right away, the past on a big unicycle. “I want open-ended tasks that allow they had learned to warm up mood changed. Instead of jeer- to get them to experience the kids to progress as far as they and cool down to prevent in- ing about gym-class victories or thrill of that, so that they’ll can individually. It means modi- juries—all habits that promote who got picked last for teams, learn to move for the rest fying traditional team sports so a healthier lifestyle. students would cheer each of their lives.” teams are much smaller and ev- Although the new gym activi- other on as they learned to Barbara McEwan, another eryone gets more opportunities ties can look pretty loose and perform cartwheels or hand- award-winning Seattle PE spe- to practice skills. “You wouldn’t freewheeling, there’s a philoso- springs. Before long, Turner was cialist, shudders to remember teach a group of kids to read by phy underlying the fun. “We adding unicycles and juggling. games like Soak ’Em that were having one book and passing it provide a safe environment (Her husband, Bud Turner, con- par for the course when she down a line of 10 kids,” Bud where kids can learn, no matter vinced the district to invest in started teaching 28 years ago. Turner says, “but too often, what their abilities, skills, or at- alternative PE equipment; the “The object was basically for that’s how we try to teach sports titudes,” explains PE specialist district now owns a fleet of kids to beat each other up with skills.” Instead, he promotes and diversity expert Mona Men- 3,500 unicycles.) balls,” she says. Today, she’s activities that teach all students doza of Meany Middle School. Teaching at a school that en- more inclined to plan activities “to learn to move and move to “Our kids give respect and get rolls many children from low- that require cooperation and learn.” respect.” Her school teaches income families, Sue Turner problem solving. “These games Success-oriented PE also predominately low-income, mi- knows that most of her students won’t work if everybody tries to means broadening the curricu- nority youth, “and they know we would never have been able be the leader. They have to fig- lum to appeal to all kinds of kids have high expectation for them,” to afford private gymnastics ure out ways to work together,” —the ones sporting tattoos and Mendoza says. “We won’t allow lessons. Yet over the years, she explains. McEwan has to green hair as well as those with them not to be successful.” hundreds of Sanislo students talk loud to be heard over the crew-cuts and washboard abs. Lasting personal success— have performed with SCATS, a din of a gym full of first-graders “Some kids would never partici- not a fleeting team victory—is skilled, school-based acrobatic engaged in what looks like a pate in team sports, but they the big goal. In a recent inter- troupe that grew out of her PE mini-carnival. In teams of four thrive in individual activities,” view in USA Today, Virginia Tech classes. Their goal isn’t perfec- or five, kids try to toss tennis says Turner. Others love the health and PE professor George tion, but participation. “We balls into a tall cylinder, keep a competitive arena. “We need to Graham stressed the power of could practice round-offs over giant ball in the air, or drop a offer something for all of them.” positive experiences to get kids and over until they were all ring onto a cone. Each activity Recently, for instance, a group hooked on fitness. “If you can doing them perfectly,” she says, requires teamwork along with of girls signed up for a Roo- design a program where kids “but that isn’t what we’re about. physical skills. sevelt High aerobics class are successful 80 percent of the These kids love to fly,” she says, Designing activities so that all because they wanted help man- time,” he said, “you have a good pointing across the gym to a girl kids can participate—and feel aging their weight. By the end of program.”

NW EDUCATION / Fall 2000 TRY ONE NEW THING estimates. Many teachers grew If Seattle’s experience is typi- up on a diet of traditional team cal, it takes time, energy, and sports, and some traditions die creative fundraising to expand hard. “A lot of them are used to PE offerings beyond the old- teaching baseball, basketball, fashioned basics. To stretch its and maybe a little volleyball for budget, Seattle has built part- variety,” Turner says. The best nerships with a host of commu- PE classes in the district, he nity sponsors, from the U.S. says, didn’t get that way because Tennis Association to golfers of fancy facilities or big budgets. on the pro circuit to the Seattle “Staff is the key. The most im- Sonics basketball team. High portant ingredient is good school weight rooms—stocked teaching.” with used, donated equipment In his crusade to remake the —are functional but not fancy. PE mold, Turner visits at least Instead of leaving boxes of half a dozen schools a day (driv- equipment to gather dust in ing a car with “PE4KIDS” license school storage rooms, the dis- plates). He makes a point to trict operates a PE lending li- bring along something new. One brary. Class sets of everything day it’s pedometers to remind from heart-rate monitors to teachers to increase their own bicycles and helmets to yo-yos activity levels so they aren’t rotate from school to school, teaching from the bleachers; getting more use from more another day it’s posters to students. And the $4,000 rock brighten gym walls and spread walls that are springing up in the pro-PE message. Turner will school gyms all over town are conduct a one-on-one workshop built with wood donated by a any time a teacher requests in- PHOTO BY SUZIE BOSS local lumber company and other struction in teaching a specific materials paid for through “buy- activity. Once a year, he puts on SEATTLE MAINTAINS A FLEET OF 3,500 UNICYCLES TO HELP KIDS “LEARN TO MOVE AND MOVE TO LEARN.” a-rock” fund-raising campaigns. a West’s Best PE conference Equipment alone doesn’t that attracts several hundred make for an innovative PE pro- attendees and presenters from gram, of course. Just as impor- all over the country. “It’s packed tant is a willingness by teachers with ideas that teachers can try to work with kids in new ways. on the spot and incorporate into In Seattle, the average age of PE our classes tomorrow,” says specialists is about 50, Turner McEwan. Turner even produces

NEW MOVES et a group of “We can modify games and Everybody PE teachers manage competition,” Turner Wins together and explains. Instead of nine- the conversa- person softball teams, for in- videos to keep fresh ideas circu- tion naturally stance, students can break lating—one of the reasons turns to jock into three-player teams for teachers call him “a man of G talk. They com- “coneball,” played on a a million ideas.” pare win-loss records for scaled-down diamond where “Every year, I try to add one adult softball leagues, share everybody gets more chances new thing to what I’m teaching,” training tips for upcoming to hone fielding and hitting says Darrell Montzingo, PE spe- marathon races, talk about skills. Instead of training one cialist at Roosevelt High. In his their golf scores and tennis or two students to be pitch- 21 years of teaching gym classes, matches. ers, everybody learns and he’s introduced everything from “There’s nothing wrong practices the fundamentals of archery to racquet sports to with competition,” says Bud throwing and catching. Turner rowing to golf. Montzingo ap- Turner, coordinator of K-12 also suggests structuring preciates sports that can be en- physical education for Seattle games so that competition is joyed by all students, whatever Public Schools and a week- added gradually, as students their physical abilities. And that’s end warrior himself on the acquire new skills. They can right in line with district policy coed softball circuit. Indeed, progress from warm-up, to promoting PE activities that many PE teachers are first at- individual competition, to motive students to succeed, tracted to the field because competition against a partner, “regardless of gender, size, age, they’ve had positive experi- to team games. and current level of ability or ences in sports. Although there are plenty interest.” But when it’s time for PE of PE specialists who enjoy Once teachers get comfort- class, competition’s best left competing on their own time, able with nontraditional gym ac- outside the gym. “Athletics “You don’t have to be a great tivities, they often discover that involves only 10 to 15 per- athlete to be a good PE their own job satisfaction goes cent of the student popula- teacher,” stresses Turner, who up. “It’s so much more fun to tion,” says Turner, but PE is trains future generations of teach this way,” says Jerry Ronk, for everyone. PE teachers as an adjunct PE specialist at Meany Middle Turning the school gym faculty member at four uni- School for 19 years. “And it’s re- into a place where everybody versities in Washington. “We warding to give kids a chance to wins doesn’t mean that games want great teachers to go into better themselves. We encour- have to be eliminated. this field—people who like age them to keep retesting, try- kids and know how to be in- ing for better personal scores, novative.” ■ right up to the end of the term. We want them to succeed. These activities build their confidence.” Once his students master a fast turn on roller skates, learn a

NW EDUCATION / Fall 2000 basic three-ball cascade in to fit the new PE model. Instead cultural and social ones, as well. know just how much variety they 19 juggling, or build up the arm of just hoisting barbells, stu- Rock climbing walls, for in- were offered here,” he suspects. strength to hold a handstand, dents can learn the names of stance, provide an ideal back- By then, with any luck, they will he says, “they feel like they can the muscles, reinforcing what drop for teaching the body and consider fitness not just a goal learn anything. And we see that they’ve studied in biology. They the mind. At first, students are from those gym classes they attitude carry over to their aca- can learn which exercises are motivated by the sheer physical took as kids, but something to demic classrooms, too. Their most likely to produce gains in challenge: Can they get all the embrace in their daily lives. “Will teachers come back to us and strength or flexibility, and which way across without touching the I keep doing this?” asks a wiry say, what did you do to get these ones will improve cardiovascu- ground? The instructor can make 12-year-old who learned to ride kids so excited about learning?” lar fitness. They can use math the task more challenging by a unicycle when she was a first- skills or computer programming asking students to use only cer- grader and has been getting Teaching Above the Shoulders to track changes in their body tain rocks, or connecting pairs better ever since. “You bet!” ■ Without a doubt, the new PE re- mass index (BMI) or calculate of students with a “lifeline” and quires more thinking—by stu- their target heart rate. They can having them stage a rescue of dents and teachers alike. “We learn to develop their own train- another student. Seattle has de- don’t just teach up to here,” ing program, tailored to their in- veloped a rock-wall curriculum says Montzingo, gesturing to his dividual fitness goals. The girl that includes physical activity, shoulders. “We take it all the who’s interested in overall ton- problem solving, creativity, and way up to here,” he says, and ing will find weight training just cooperation. taps his forehead. as valuable as the guy who wants Do students appreciate the Districts that can’t afford PE to build his biceps. variety and depth of today’s specialists may still be treating Well-planned, purposeful PE PE? Probably not yet, admits gym classes as “glorified re- offers opportunities to integrate Montzingo. “Not until they’re cess,” admits Turner. Only seven not only academic lessons, but adults and look back will they states require PE specialists at the elementary level, according to a survey by the National Asso- ciation for Sport and Physical Education. “There’s so much pressure on classroom teach- ers now to make sure their kids meet high academic standards,” laments Turner. “Most of them don’t have time to plan a new PE curriculum, too.” With a little creativity, how- ever, even a traditional class like weight training can be retooled

FIRST-GRADERS PARTICIPATE IN ACTIVITIES THAT REQUIRE MOVEMENT, TEAMWORK, AND PROBLEM SOLVING. NEW MOVES PHOTO BY SUZIE BOSS snap 20 SHOTS usually gives them some trou- ALL ACTIVE, ALL SUCCESSFUL ble.” Kids who reach the 85th SCHMITZ PARK ELEMENTARY SCHOOL percentile or better on every fit- SEATTLE, Washington— rings from the playground, kids ness item qualify for the “presi- “When kids first come to me, were losing arm strength. “I had dential” (highest) award. At they often have a frumpy kind to figure out what else to do,” Schmitz Park, 60 percent of stu- of ‘try to make me have fun’ atti- McEwan says. With the proceeds dents are presidential winners. tude,” says PE teacher Barbara of an Eastertime chocolate-rabbit McEwan finds as a rule that en- McEwan at Seattle’s Schmitz sale, the school bought a climb- ticing elementary students to run Park Elementary School. “One of ing wall. “It’s really helped,” a mile is the hardest task. “Basi- my goals is to have enough great McEwan says. “Some kids won’t cally, we do it with games,” she equipment here that all the chil- ever be able to do a pull-up, but says. “We use games where they dren find something they abso- everyone can learn to hold their have to keep running, or if they lutely love to do.” When kids are body weight for a while.” are tagged ‘out,’ they go do five having fun, they’re more likely to McEwan likes the unicycles for handstands, then come back in.” meet McEwan’s even more im- teaching balance to kids from Not only do McEwan’s students portant goal: to help her stu- kindergarten on up. She speaks test well, but their squeals and dents raise their overall level of with pride of her class of 10 ad- smiles during class clearly show fitness. In this, she has been re- vanced kids who can idle—that their delight. “I love to see them markably successful. “The kids is, rock back and forth—for five get hooked on juggling or some- get very motivated,” she says. seconds to 30 minutes at a time. thing like that,” McEwan says. You can see their enthusiasm And, although it has been a “And all the time I get kids who the minute you walk into the struggle, she’s been able to find have gone on to middle school Schmitz Park gym. Some days, ways to get girls interested. “Girls coming back to tell me how much you’ll see kids climbing vertical are less willing to take falls,” she they miss the PE we do here.” ■ rock walls or hauling themselves says, “but if they do it with part- across cargo nets. Or you might ners and take it slowly, they find open the door onto 40 children they like it, too. We’re about half zipping around on unicycles or girls, half boys now,” she says. balancing on stilts, large spools, The result of this approach is and balls. Other days you can verifiable success. Schmitz Park find them bouncing on pogo has been the Washington state sticks or racing around in an in- champion for 10 of the 11 years tense game of wheelchair tag. it has been participating in the “We don’t have any kids who President’s Challenge Physical need to be in wheelchairs right Fitness Program. McEwan con- now,” says McEwan, “but we siders the program fairly de- have had some in the past. When manding. Children are tested on we did, we really wanted to find five skills: pull-ups, reaching be- ways to give them a good exer- yond their toes, running a mile, cise program, too, but the other shuttle running (which tests kids were no match for them in quickness), and curl-ups. The a chair. So now we have many standards are adjusted for sex of our kids learn to steer and do and age. For example a 10-year- wheelies, and they really enjoy it. old boy is required to do six When kids come along who do pull-ups, while a 10-year-old require chairs, they’ll have other girl must do three to reach the children to race.” “presidential” level. “Most chil- Several years ago, after a lawsuit dren can do at least some of against the school prompted the these fairly easily,” says McEwan, removal of the monkey bars and “but at least one item on the test

NW EDUCATION / Fall 2000 rock wall (which, for a cost of 21 MAKING A MOUNTAIN $4,000, was paid for entirely SALMON HIGH SCHOOL by renting advertising space to SALMON, Idaho—Outside Now the school offers three PE local businesses). The unit also Salmon High School, county classes. The first course, for includes fly-fishing and rod trucks are dumping riprap and sophomores, is Beginning Life- building, along with knot- and other materials from their spring time Sports. In autumn, stu- fly-tying. “We have a noncon- clean-up in a huge pile. Soon dents take snorkeling, skin sumption permit with the state 1,000 cubic yards of fill from diving, archery, and Pickle-Ball fish and wildlife department to the excavations for an apart- (a hybrid of table tennis, tennis, catch and release fish,” says ment building will be dumped and badminton played with a Abbott. “We often get officials on top of that. Then a landscape wooden paddle). In winter, they from the department to come architecture class at the school try skating (ice, speed, and fig- talk to us about conservation will install a sprinkler system ure), hockey, badminton, alpine at the same time.” Mountain and a rope tow. The aspen and skiing, snowboarding, and, in biking is also offered. pine trees they plant will be the their recreational skills segment, The final elective available is finishing touch on Salmon bowling, juggling, line dancing, Coed Strength and Conditioning, High’s very own 30-foot tall Frisbee, and yo-yo. The course taken by all kinds of students. mountain. is completed in the spring with This is broken down into three The mountain is the brainchild hiking, backpacking, orienteer- sections: hypertrophic lifting, in of Zane Abbott and the PE de- ing, spin-and-bait casting, ten- which students use light weights partment of which he has been nis, golf, and horseshoes. “With and many repetitions with many a part for the last 21 years. It horseshoes, the state finals com- muscles; basic strength training, will be an all-purpose training petition is held each year in one which involves heavier weights hill, with a jogging course, used of our city parks, where we have with fewer repetitions; and also for varsity sports condi- a large facility,” says Abbott. Olympics-style power lifting. tioning, Nordic skiing, golf, and “We bus our kids there to have If popularity is any indication of field archery. As a bonus, ter- the old-timers give them tips.” success, Abbott’s approach is a racing will make one side into Amid all the activity, Abbott winner. The Strength and Con- an amphitheater, providing the also teaches his students about ditioning Class is in such de- school with its first auditorium. “wellness lifestyles,” including mand that students win a slot The mountain is an outgrowth nutrition, the effects of aging, only through a randomized com- of Abbott’s longtime emphasis and the specific benefits of exer- puter drawing. Although only on lifetime sports. It’s a calling cise. Abbott writes a question one PE class is required, more that has taken him all over the on the blackboard every day, than half of the student body is county, sharing with students and gives out the answer the taking PE classes at any given the many recreational opportu- following day. Students are point. Students clamor for more. nities Idaho provides. trained to figure out their heart When their mountain is finished PE was not always like this at rates and understand what their this spring, students will have Salmon High. Before Abbott goal should be during exercise. even more opportunities to get arrived, gym class was pretty An elective class entitled Ad- hooked for life on sports Idaho much the way he found it when vanced Lifetime Sports follows. offers year-round. ■ he was a student himself. “The In the fall, this consists of white- coach threw the ball out, and water kayaking (in which stu- the kids played,” is how he re- dents are sometimes bused to members it. Inspired by an arti- the area’s rivers), bow-hunter cle he’d read years earlier about education, and advanced field programs that taught lifetime archery. In the winter, students sports, Abbott began to initiate learn Nordic skiing and snow- some changes when he was boarding. The spring unit fea- hired. tures climbing on a newly built

NEW MOVES 22 The girl on third runs home, but another is tagged. Three outs. The teams switch places, and Nathan (not his real name) takes his turn at the plate, the footrests of his LEVELING wheelchair turned back and out of the way. Toes pointing down and leaning forward in his chair, he waits for the pitch. His teammates call from behind. “Go Nathan!” THE “Hey, you want someone to run for you?” “Nathan, let him run for you.” “No!” Nathan punts the ball and motors to first base. PLAYING Any grownup watching from the sidelines might think, now there’s a kid with a disability who’s just one of the gang. And, of course, that’s true. But every child is different, Adapted PEFIELD brings together kids with and without disabilities and Nathan’s wheelchair makes his differences particularly apparent. Story and photos by DENISE JARRETT Aware of this, everyone playing kick- BEAVERTON, OREGON— ball on the court today is also en- “Oh crap!” the sixth-grader mutters. gaged in a balancing act: treating He’s guarding third base on the Nathan like just another team mem- kickball court, and a girl on the ber, yet extending some special treat- opposing team has just kicked the ment to level the playing ground. ball high and long. She runs hard At 12 years old, Nathan’s a sea- and lands on third base. The base- soned juggler of both these spheres man, Nathan, leans over the arm of his life, say his teachers. Born with of his motorized wheelchair and arthrogryposis, a condition that hisses at the girl, who hisses back causes stiff joints and weak muscles, triumphantly. Nathan’s learned to advocate for his The ball’s kicked back into play, independence when he yearns for it, and Nathan shouts, “Throw it to and to accept help when he needs it. me! Throw it to me!” And, like any preteen, he might

NW EDUCATION / Fall 2000 23

Sarah Whitman and teacher assistants with students at Beaver Acres Elementary in an adapted physical education program for students with disabilities. shirk a task now and then, or say Social awareness about the needs ties. Schools are required to place consults frequently with his regular a naughty word when the teacher’s of people with disabilities emerged students with disabilities in environ- PE teacher, Susan Fatland, at Moun- out of earshot. Mostly, he wants to in the United States in the 1900s. ments that are least restrictive to their tain View Middle School. Whitman succeed and to fit in with his peers. The World Wars and polio epidemics growth. Sometimes this means plac- suggests ways that Nathan can These are also the goals of adapted impelled medical advances in ortho- ing students in special PE classes stretch and exercise his range of physical education (APE). In an APE pedic treatment. Services to individ- where they receive intensive, indi- motion while taking part in activi- program, students with disabilities uals with disabilities grew steadily, vidualized attention and the use of ties with his able-bodied classmates. participate in a regular PE class, and by the 1960s laws were being specialized equipment. Many times, Few adaptations are necessary to with some adjustments made to passed ensuring the education of the most suitable placement is in make the games and activities ac- meet their needs and abilities. It’s students with disabilities. Today, the the mainstream class, with some cessible to him. He does stretching one of the latest approaches to pro- Individuals with Disabilities Educa- modifications. exercises in his chair. In volleyball, viding students with disabilities ser- tion Act (IDEA), Public Law 101- Sarah Whitman is Nathan’s he uses a larger beach ball, and, in vices that address the needs of the 476, mandates free, appropriate adapted physical education teacher. kickball, he’s permitted to “steal” whole child: his social, emotional, public education, including physical On staff at the Beaverton School Dis- bases. He can’t run laps, but he joins educational, and physical well-being. education, for students with disabili- trict in a suburb of Portland, she the class in turns around the track,

NEW MOVES Sarah Whitman teaches adapted physical education for the Beaverton School District in Oregon.

24 motoring his chair and hooting tarp. Several of the children are up- at those he passes up. When he’s right in their specialized equipment, parked, the other kids jostle for the such as mobile prone standers, gait handles of his wheelchair, a place trainers, and tricycles that support of honor. and exercise their muscles. Despite The physical, emotional, and the children’s restricted mobility, the social development of the child are bouncing balls and billowing tarp key considerations of any adapted excite great fun. physical education program, says Placing children with disabilities Whitman. Placing a child in a main- in an appropriate program is a criti- stream PE class can help foster posi- cal aspect of special education, and tive self-esteem, social skills, and it’s an area most likely to cause par- independence that will serve him ents concern, says Whitman. into adulthood. Yet some children “Occasionally, parents want their with severe cognitive or physical dis- kids in the regular class with kids abilities need the intensive and indi- their own age,” rather than in vidualized treatment provided by a mixed-age special education classes, separate, special physical education says Whitman. “They’re afraid their class. child may regress or pick up bad At nearby Beaver Acres Elemen- habits from other kids due to the tary, Whitman works with other varying levels of disabilities in a self- members of the district’s motor de- contained class.” velopment team in an adapted PE How can children with disabilities class that includes the Movement get the attention they need? In what Opportunity Via Education (MOVE) environment will they be most suc- curriculum. The program uses spe- cessful? How will their placement af- cialized equipment to enable stu- fect them emotionally? These are dents to get out of their wheelchairs central questions teachers and par- and into a prone position so that ents must consider, says Whitman. they can work on standing and par- For Nathan, being with his able- ticipate in games. There are about bodied classmates is right where he eight children, each attended by a wants to be. While he sometimes teacher assistant, APE teacher, or gets tired of explaining to them why physical therapist. Holding the edges he’s in a wheelchair, he enjoys it of a “parachute” in the gym on a when they clamor for an illicit ride recent day, the children, with the on the back. help of their teachers, toss and roll Kids will be kids. ■ yellow balls on a brightly colored

NW EDUCATION / Fall 2000 snap SHOTS The fitness of all 160 of Mans- 25 GETTING THE GIRLS TO GROWL ingh’s eighth-graders is assessed LEWIS AND CLARK MIDDLE SCHOOL according to the standards de- BILLINGS, Montana—Paul and guys in football, I find the veloped by the President’s Chal- Mansingh’s eighth-grade PE girls really get into their own lenge Physical Fitness Program. students fill the computer lab, game and start growling and Students develop fitness goals searching Web sites for informa- going after the ball. It’s great!” for themselves and work toward tion on communicable diseases. Mansingh’s program evenly bal- them every day. Frowning with concentration and ances health and physical edu- In the rest of the time, students emitting oohs and ahs of discov- cation, and the curriculum for move through paddleball, ulti- ery, they are cutting and pasting both halves is extensive. In health mate Frisbee, weight training, facts into reports. Mansingh’s education, he starts with a re- capture the flag, touch football, class will return several more view of body systems and func- and weight training, in addition times to the lab during the year tions, using computer software to team sports. In the latter half to research health issues or among other tools. Units on of the year, students bowl and work with educational software drug awareness; tobacco and al- walk, as well as play soccer, programs. cohol; the mental, physical, and flag football, and softball. The way Mansingh blends com- emotional aspects of health; and The next step at Lewis and Clark puters with a varied selection of communicable and noncommu- will be for all the PE teachers to physical activities and an exten- nicable diseases follow. work together to create a more sive health curriculum, while In a mental health unit, the chil- uniform program. “There are equalizing participation in the dren discuss how to develop a many teachers here with good gym, sets his program apart positive self-concept and make ideas, doing similar things,” from the garden-variety PE decisions, and how to handle Mansingh says, “but currently program. stress, verbal attacks, and emo- we each pick what we want to For example, Mansingh noticed tional problems. Mansingh teach from 25 possible objec- that when his classes played wasn’t happy with the work- tives, because if you did it all basketball, aggressive players sheets that came with the text- you’d rush through important would so dominate the game book. “They were too easy,” he information. We’re working now that nonaggressive children explains. “Now I ask questions on a process whereby we agree scarcely participated. He experi- and have students write whole- on which are the most important, mented to alter those dynamics sentence answers, and they and all work on the same 12.” and provide a quality experience communicate so much more. Meanwhile, Mansingh, who has for all. Now, he has the kids play They gripe, but the material cov- been teaching for only six years, two-on-two, three-on-three, or ered is too important to skim continues to listen and watch his four-on-four, followed by sepa- over.” students for clues for how better rate boys’ and girls’ tournaments. In the unit on illegal drug use, as to help them become healthier, “By then,” says Mansingh, “we for others, Mansingh works to get more active people. “I demand all have a good idea of who is group discussion going. “I pass a lot from them,” he says. “I tell and isn’t aggressive. The kids a football around, and only the my kids, if you get an A in my split into two groups along those person holding the football can class, you know you’ve done lines, and they choose. The kids talk,” he says. “We have ground really excellent work.” ■ like this. They’re relieved, actu- rules. No put-downs. All ideas ally. Mostly it’s boys who are ag- are valuable. No personal ques- gressive and girls that aren’t, but tions. Everything is confidential. not entirely. “They have lots of questions, “But after awhile,” Mansingh and they are really open. Some- continues, “among the nonag- times I hear more than I want gressive kids, leaders emerge. to, but that’s OK. I’m open about The whole group gets more as- myself, too. We’ve had great sertive. When I separate girls discussions.”

NEW MOVES 26 Dance Like a Caterpillar Movement is a big part of learning for little kids Christopher Robin goes hoppity, hoppity, hoppity, hoppity hop. Whenever I tell him politely to stop it, he says he can’t possibly stop. —A.A. Milne

By CATHERINE PAGLIN they explore the world. In the years Research at the Council for Profes- Because of these social changes, PORTLAND, Oregon— before kindergarten most children sional Recognition, and a consul- it’s all the more important for kids Amidst the general hubbub of a pre- master basic motor skills such as tant to the federal Head Start to move vigorously and learn motor school classroom, a little boy sits jumping, hopping, and skipping, Bureau, cites three contributing skills at school or in child care. At on a child’s rocking chair. While though there is much individual factors: heightened awareness of a time when many babies and tod- other kids dabble in sand, play con- variation in development. Movement the need to protect children, height- dlers spend hours in car seats, centration, or clip coupons for an experiences—in addition to stories, ened litigiousness, and heightened strollers, and other restrictive de- imaginary store, the four-year-old songs, games, puzzles, blocks, dra- awareness of young children’s in- vices, Oregon Migrant Head Start boy rocks back and forth, slowly, matic play, finger-painting, and all tellectual capacities which makes makes freedom of movement a cor- deliberately. Then he lets go of the manner of other stimulating activi- it more likely that caregivers will nerstone of its classroom design armrests in a brief “Look Ma, no ties and materials—are a critical place them in front of a computer. around the state. “In our infant hands!” gesture while the chair part of early childhood education. These societal trends play out classrooms, we don’t allow any rocks full tilt. Finally, he grasps Beyond preschool, young children differently in different places. Petrin confining props—no motorized the armrests again, stands up, and can learn to play games with rules knows that some of her Head Start swings or infant seats that would marches in a small circle, holding and master more difficult activities pupils are confined to small apart- restrain a child’s movement,” says the chair to his bottom. —such as bike riding, jumping ments and have no yard to play in. Jeanne McNassar, education spe- Whether it’s free play outside, rope, and hopscotch—that will Ironically, others, lacking adequate cialist with the Oregon Child Devel- dance and exercise in the gym, give them enjoyment and boost adult supervision, may become opment Coalition which runs the or just times when kids can roam their self-esteem. more physically capable because program. Infants are placed on a from activity to activity, a develop- Formerly, young children got they roam free. Steve Paranto, a PE blanket with stimulating materials, mentally appropriate classroom much of their physical activity in teacher in the middle-class suburb such as a mobile, within reach. If gives young children many oppor- unstructured ways: running around of Beaverton, Oregon, sees some- children are learning to crawl or tunities for movement. “At this age the neighborhood, climbing trees, thing else: “I’ve noticed some kids creep, the teacher will place a toy their bodies need to move,” says playing informal games in the are more active than kids were 20 a few feet in front of them so that Kelly Petrin, the teacher in this street. Ironically, while educators years ago because their parents they’re encouraged to move forward. Portland Public Schools Head Start and health professionals tout the have them signed up for every little When children become mobile, class. “It’s normal and it’s some- health benefits of fitness, and even thing, but it’s all organized. And they’re supplied with equipment thing they’re supposed to do.” the importance of movement in then there’s the other extreme —such as ramps, slides, and bars Movement is essential to the brain development (see the sidebar of kids who do nothing because in front of mirrors—to crawl up or physical and cognitive development on Page 30), children today have they’re doing computers and video for “cruising” (holding on to ob- of preschoolers, says the American less freedom of movement than games and TV. So we have two ex- jects in order to walk). At every Academy of Pediatrics. It’s the way ever. Sue Bredekamp, Director of tremes that we didn’t have before.” stage, teachers are encouraged to

NW EDUCATION / Fall 2000 27

PE teacher Steve Paranto helps a support children’s current devel- student work on her motor skills and hand-eye coordination with a opmental challenges instead of, “rainbow ribbon” at Scholls Heights Elementary School in Beaverton, Oregon. for instance, forcing them to at- Photos by Catherine Paglin. tempt walking before they are ready. Opportunities for movement are many and varied for the preschoolers in the Portland Public Schools Head Start pro- gram. The four- and five-year- olds in Petrin’s class go outside as much as possible where they can play on ladders, slides, and swings, drive wheel toys and kick balls, or play follow the leader. They use balance boards, balance beams, and bean bags. In the gym they might move to music or rhythm. They might dance or do movements such as twirling and skipping, move like different kinds of animals, or practice stopping and starting on a signal. “Jingle, jingle, jingle jive, Walk while I count to five,” chants Petrin. “One, two, three, four, five.” Then she varies the chant, directing the kids to walk backward, run, jump, crawl, walk sideways, skip, hop on one foot, twirl, gallop, and move like

NEW MOVES 28 a tall giraffe, a low snake, a big ele- foot during the daily 20-minute under. Psychologist Howard Gardner, wiper.” As he talks, he demonstrates phant, and a small mouse. “We try gross motor period, or during group author of Multiple Intelligences, these motions to the children’s de- to give them a lot of experiences games such as Simon says. “In our even posits the existence of a “bodily light. “I bet you can make up some with different music rhythms, program we try to allow children to kinesthetic intelligence”—the abil- of your own.” music from different cultures, dif- leave here without those kinds of ity to solve problems and express “This is going to be so hard,” a ferent ways of movement, and all deficits,” she says. She’ll suggest to ideas with the body, as do dancers boy says gleefully. The kids rush into the different equipment so that parents of kids who are lagging be- and athletes. the activity, flourishing their rib- they’re getting new experiences,” hind their agemates that they do The benefits of movement con- bons, some of them consulting the says Petrin. more of certain activities with their tinue in the primary grades. “Chil- drawings as they do so. As Petrin chants, some children child such as walking on curbs or dren who are physically fit do better “Now they can really feel the do the movements smoothly. Others skipping together. academically in general,” says Carl shape,” says Paranto. “In the class- are awkward and have difficulty Though most preschoolers will Gabbard, professor of motor devel- room, sometimes little kids will write walking backward and sideways. But eventually learn the basic motor opment at Texas A&M University. in sand. It’s the same thing. It’s Petrin doesn’t correct them. “For me skills whether or not they have adult “They have the energy to concen- kinesthetic, but in a different way.” to go up and say, ‘No, you’re not support and instruction, movement trate and carry out work.” And, “ABC … D!” says the boy, draw- doing it right,’ would be inappropri- education has physical, social and he says, there’s good evidence that ing his “D” in the air. Then he has ate,” she says. “What we really try to academic benefits. “When you have when movement activities are used to stop and retrace his steps men- do is give them the opportunity and skill-building along with physical to reinforce academic concepts, tally. “ABCD … E!” encourage them to move toward the development, the child gains in- “children are enthusiastic and tend When the kids have made their goal, but not expect them to get it creased competence and confi- to remember and retain the infor- way through the alphabet Paranto immediately.” dence,” says Bredekamp. Later, with mation.” steps up the pace. “Now we’re going Three times a year, in order to additional adult support, that child That enthusiasm is readily appar- to move just to be moving,” he says, target instruction, she and the other is more easily able to learn more ent when first-graders at Scholls flipping on a song with a strong teachers in the program assess each complicated skills such as riding a Heights Elementary School burst beat. “When you turn music on kids child’s general coordination and bike or skiing, she says. Petrin notes into the gym where Paranto is bran- start hopping around, using a lot whether they are “careful enough, that “when children get into ele- dishing a “rainbow ribbon”—a more energy,” he says as the rain- careless, or overly cautious” in how mentary school, being a little more multicolored streamer attached to a bow ribbons wave and twirl against they move. They’re assessed on physically capable actually helps plastic stick. “What are these?” asks the mauve background of the gym walking on three different sizes of them socially, too. They’re able to Paranto, pointing to drawings of a walls. balance beams, jumping over lines take part in the games and have fun triangle, a square, and a circle, set Paranto’s PE lessons touch on and off a chair, running, hopping, and not be the one who’s the outcast up on cones. The kids call out the many “classroom” concepts— galloping, skipping, walking up because they’re just too clumsy to answers in chorus. He instructs clockwise and counterclockwise, less and down stairs, and throwing and follow along.” In the cognitive them to trace all those shapes in the than and more than, halving and catching. realm, movement activities can help air with their ribbons, and then do doubling. “I listen at the staff meet- If Petrin finds that a child has preschoolers learn body parts and the alphabet. “After you do the al- ings to find out what they’re work- difficulty with a particular skill, understand abstract, spatial concepts phabet,” he tells them, “you can do ing on,” Paranto explains. “They such as balance, she’ll include more such as up and down, backward, some fun things like figure eight, may be talking about how impor- activities such as standing on one forward, and sideways, and over and tornado, rattlesnake, windshield tant it is for the kids to understand

NW EDUCATION / Fall 2000 what a pattern is, and then I think, 29 How can I incorporate that into my lessons? How can I at least get the word ‘patterns’ into my lessons?— because that’s a step forward right there. Physical education is impor- tant enough to stand all on its own, but there are just some perfect places to make connections with the class- room. If the classrooms are studying a country you can do a dance from that country, you can do games from that country. It’s so easy to get math involved in PE. And science, because you’re propelling an object some of the time.” Paranto’s colleague, Rick Knight at Hiteon Elementary in Beaverton, also incorporates literacy and math activities in his class. His young stu- dents bend their bodies into the shapes of the letters of the alphabet and apply math in games such as bingo bowling. In bingo bowling the students roll rubber bowling balls to knock down plastic pins, count the number of pins knocked down, and Above, top: A “scooter board” Above, bottom: Kids learn some exercise blends math concepts relationship and physics concepts then mark off the number on a with motor and safety skills when when they experiment with teacher Paranto narrows the making a parachute bigger and bingo sheet. Depending on their available scooter space from half smaller by trapping air inside. math skills, if the number is no the gym to a quarter of the gym, and so on. longer available on the sheet, they can mark off two numbers that when added together or subtracted from each other equal the number of pins knocked down. On a more basic level, Mike Bar- ber, a Portland Public Schools spe- cial education teacher, uses

NEW MOVES 30 In recent years, news about the children who have better body bal- brain has been all over the popular ance will learn math more easily? A press and education journals. Brain as the owner of a children’s fitness fever has spread through the ranks center stated in U.S. News & World of educators, early childhood advo- Report. Does this mean that there CAUTIONARY cates, and those with a sales pitch. are specific exercises that at any We’ve heard a lot about brain plas- age can “develop the brain’s neural ticity, dendrites, neural connections, pathways,” and “integrate the and “brain-based learning.” brain’s deeper structures” and NOTE ON thereby “bring about rapid and Some have asserted that brain re- search supports playing Mozart to often dramatic improvements in babies, increasing funding for early concentration, memory, reading, BRAIN childhood programs, using partic- writing, organizing, listening, phys- ular teaching strategies or curric- ical coordination, and more,” as ula, or timing certain learning one trademarked training program RESEARCH experiences around “windows claims. of opportunity” when the brain is “I see a lot of dramatic kinds of most receptive to them. Assertions marketing because of brain re- like these are pinned on research search.” says Carl Gabbard, Pro- findings such the following: the fessor of Motor Development at density of synapses (connections Texas A& M University and past between neurons which create President of the National Associa- pathways in the brain) is highest tion of Sport and Physical Educa- around age three or four and be- tion, who is skeptical of such gins to decline around age nine: extreme claims. Physical activity is the left and right hemispheres of indeed good for brain development the brain process different types of but the effect is general rather than tasks; and “enriched” environments specific, he explains. General early in life stimulate the formation physical activity stimulates brain of synapses, improving the ability development because it supplies to do certain tasks. the brain with glucose, its main en- But there’s disagreement over what ergy source. However, “[A]t this the research implies about teach- point it is still quite unclear as to ing, learning, and public policy. the specific types and amounts of Early movement experiences, for experience necessary to stimulate instance, help wire the brain for the formation of particular neural motor control. And, like other ex- connections,” he cautions in an ar- periences they may stimulate the ticle in the Journal of Physical Edu- young brain to produce more cation, Recreation & Dance. synapses. Does this mean that —Catherine Paglin

NW EDUCATION / Fall 2000 movement to unlock verbal abilities preschoolers, says Petrin. “We just soft, squishy balls at each other and returns Kenny to the back room. 31 of his emotionally disturbed kinder- play and move bodies,” she says. no one is ever out. If a child is hit “Good-bye Kenny, good-bye Kenny!” gartners. “This population has high “Everybody plays together. But play- by one of the soft balls and doesn’t For the primary grades Paranto energy,” says Barber. “I like to give ing by a whole lot of rules—other catch it, he just grabs a poker chip focuses on dance and rhythm, games them experiences that are unique, than the rules to keep you safe— from a container and puts it in his with simplified rules, cooperative and big, and match their energy. is really not appropriate for four- team’s bucket. The team with fewer group activities, and skills such as Dance offers the opportunity to ex- year-olds.” Both Petrin and Paranto poker chips wins. juggling, jumping rope, and unicy- perience things they can’t in other avoid elimination games and others When first-graders at Scholls cling. Kids can be successful at ac- ways.” in which too many students spend Heights play dodge ball with the tivities like these, regardless of their In addition to other dance and too much time doing nothing. “A softer balls, they’re laughing and skeletal size or physical maturation, movement activities, Barber, who is favorite one at this age level for a lot concentrating on throwing and which can vary by as much as six a member of the Portland-based of people is Duck, Duck, Goose,” catching, instead of cowering in years among eight-year-olds, ac- aerial dance company, Aero Betty, says Petrin, referring to a game in fear of the strongest players. After cording to experts. “When you in- introduces his students to the trapeze which kids sit in a circle and one— the game, it’s time to count up the troduce an activity, there’s so many which is “full of metaphors of flight the duck—chooses another—the poker chips with the help of Par- levels that each child can perform and escape and freedom. “We start goose—to chase him around the anto’s ventriloquist’s dummy, Kenny. that activity,” says Paranto. “If we with yoga class and do stretching on circle until he reaches the goose’s “We’re going to count them up,” were jumping rope, at a very begin- the floor and then we do a very safe place, whereupon the goose be- says Paranto to Kenny, who’s dressed ner level they’re going to have the and structured introduction to the comes the new duck. “I don’t like in a white shirt, bright blue pants, rope lying on the ground. They’re trapeze where they learn about cir- that game and I never play it in my and spectacles. “The team that has just jumping over it. The next step is cles, swings, shapes. During trapeze classroom. Most of the kids are just the most in this game is actually both handles are in one hand and there’s lots of language: ‘How does sitting most of the time so I don’t not the winning team.” they’re turning the rope and jump- this feel? What are you doing? Can consider it physical activity.” “How come?” asks Kenny in a ing over it. They can’t miss. The next you describe the feeling of the circle Paranto has modified both the squeaky, nasal voice. level would be one turn at a time. or swinging?’ Giving them a visceral equipment and rules for dodge ball “Because they got hit more than The next level is continuous jump- experience like that and then asking so that it’s a far cry from the tradi- the other team,” Paranto explains ing. In one class of, say, third- them to describe it is just having tional, aggressive melee in which to the dummy. “The team that has graders, you’re going to see all of them practice using language ap- the object is to get one’s opponents ‘less than’ wins.” those. You’re going to have the low propriately —language that de- out by hitting them as hard as possi- “Oh, less than,” squeaks Kenny, end jumping over the rope and scribes and expresses.” ble with a playground ball. “If this knowingly. you’ll have the high end doing was done with the wrong ball, it “Do you guys know the sign for double unders.” POKER-CHIP DODGE BALL would not be fun for a lot of kids,” that?” Paranto asks the kids, who When teaching fitness activities, Since young children’s minds and says Paranto. “I see schools doing draw the “less than” sign in the air Paranto stresses that fitness is about bodies differ from those of bigger that and then you see articles saying with their fingers. working out at your own level. Fit- kids, their activities, rules, and dodge ball’s a bad thing. Yeah, you After Paranto, Kenny, and a stu- ness activities are structured to allow equipment need to be modified ac- did it with the wrong equipment dent count up the chips (one batch for individual differences. “Back in cordingly. Complicated rules and and it hurt.” In his version—poker- by twos and one batch by fives) the the older days we had kids running competitive play don’t work for chip dodge ball—the kids throw kids shout and wave as the teacher the mile and being last and they felt

NEW MOVES 32 bad,” he says. Today, with a sec- Hungry Caterpillar by Eric Carle. ond-grade class, Paranto turns Before she reads she hands out on two tape machines, one with tiny, stuffed cloth versions of the music, one with beeps that gradu- insatiable caterpillar and all the ally get closer together. The kids things he ate—strawberries, ap- run the width of the gym, then ples, plums, and more. The chil- wait for the beep before running dren listen quietly, getting up back. If they lag behind the beep when it’s their turn to stick one three times, Paranto tells them, of the Velcroed images to a felt they are to walk clockwise around board. When Petrin’s finished the gym’s outer edge. “Remem- reading, she says, “Let’s make ber, we’re learning how to pace our bodies pretend they’re the ourselves so we save our energy,” different parts,” and guides the he says. children once again through the “You got to make sure they transformation from egg to cater- know, hey, that’s natural, every- pillar to cocoon to butterfly. body develops at a different rate. Clearly, her students under- Kids learn skills at different rates stand the story with every ounce too. Like Yuka’s riding the unicy- of their small bodies. “What was cle. Other kids aren’t doing that he doing while he was crawling right now. Maybe she can learn in around?” she asks the 13 four- five hours. Maybe for me it’s 18 and five-year-old caterpillars who hours.” are twisting and wriggling, either on their tummies or as they walk WAVING THEIR WINGS around. With each activity or technique “He was founding food!” cries Paranto introduces, he describes a girl. it, he demonstrates it, and then “Yes, he was finding food, so the children enact it. In this way, you can eat while you’re crawling three different instructional tech- around,” Petrin responds. The niques and learning styles—audi- children open and shut their jaws tory, visual, and kinesthetic— as they pretend to eat all the foods reinforce each other. The empha- they like until they’re big and fat sis, though, is on the kinesthetic. and turn into cocoons. Then, at This multifaceted approach is Petrin’s urging, they hold still, also evident in the preschool, not crouched and balled up, for a only in the gym, but in the class- very long time. “We have to wait room when Petrin reads The Very for more than two weeks,” says

NW EDUCATION / Fall 2000 Steve Paranto’s students work on Petrin. Then it’s time to take a tiny 33 fine and gross motor skills, balance, and hand-eye coordination with a bite of the cocoon and push out. wide range of activities such as juggling (opposite page, top) and “Ooo, ooo,” the children coo quietly, unicycling (this page). Teacher Kelly Petrin of the Portland as they step lightly and wave their Public Schools Head Start program big wings. ■ leads her preschoolers through an interpretive dance exercise in which the students pretend to be caterpil- lars emerging as butterflies. Two students not only build motor skills, they also learn about patterns when they build pyramids with “cup stackers.”

NEW MOVES snap 34 SHOTS together focused on improving BEING BACON their skills, developing self- MCDONALD ELEMENTARY SCHOOL esteem along the way.” MOSCOW, Idaho—”OK, class, weather,” Thompson says. “I’ll The school has a climbing wall, let’s dance like bacon in a frying say, ‘Make your body look like and the approach there is also pan,” says Amy Thompson, it’s in a storm.’ Or we do vegeta- cooperative. “Many children movement specialist at McDon- bles. I’ll have them be a carrot don’t have upper-body strength ald Elementary School. “You’re growing, or a salad. There’s to support themselves on our lying there, just getting warmer no right or wrong, but they’re wall, which has only handholds. and it feels good.” engaged, moving. By fourth But they can travel some dis- Twenty-three first-graders through sixth grade, I move into tance if another child helps by sprawling on the gym floor wig- real dance steps, like line danc- holding their ankles.” The wall gle meditatively, dreamy smiles ing, hip-hop, folk dance, maybe has only handholds because playing on their lips. swing. The right music is crucial.” Peterson is finding that many “It’s warmer now,” says Thomp- Thompson did not always have of today’s children need to build son. “Ooh, you’re getting hot! this approach. There was noth- upper-body strength. You’re about to be crispy!” ing like this at McDonald seven At other times, Peterson’s classes As if they have springs in their years ago when she arrived. look similar to Amy Thompson’s. legs, the children hop up, trying But the school has a strong arts Peterson sets up a maze of col- to keep off the imaginary skillet. component, and Principal Laurie orful six-inch markers and puts They are dancing now, absorbed Austin, a former PE teacher her- on a tape by legendary soul mu- by the challenge of being bacon. self, backed Thompson’s ap- sician Wilson Pickett. Students Thompson laughs. “When new proach to fitness. “I did a ton gallop and skip through the maze kids arrive here, they just don’t of reading and got to know the to the music. Then Peterson con- get it. They say, ‘Tell me what to kids,” Thompson says. “Over nects the markers with wands, do.’ But I stress creativity from time this is what I’ve found that making them into hurdles, and the beginning, from kindergarten. works.” the kids explode over the jumps What they come up with is “Amy develops the right side of with glee. “They’re getting a good amazing.” the brain,” Austin says. “It’s so workout,” says Peterson, “but McDonald students have 45 creative and dramatic—and in- they just think they’re having minutes of PE or movement novative—that it really connects fun.” every day, and often Thompson to the students.” Back in Thompson’s room, a has her fourth-, fifth- or sixth- The sports and fitness classes third-grade class is discussing graders spend a half-hour of that Dan Peterson teaches comple- what to represent next. Giraffe? time choreographing a dance ment Thompson’s movement Washing machine? They decide that they present to the class at work. He stresses cooperation on a bulldozer, and with no help the period’s end. She finds that rather than repetition of skills or from Thompson they quickly boys are often resistant at first, drill practices. “I use sports as assemble themselves into a but not for long. “Then they vehicles to understand team- hooked shape that will grind its thrive,” she reports. “They want work, with fitness woven in,” gears and scoop vigorously. The to choreograph as often as the says Peterson. He makes sure student who has waited outside girls, and they do some incredi- that the pitfalls of sports instruc- will come in and guess what her bly athletic moves.” tion as offered in the past are classmates have become. They, In kindergarten, Thompson has avoided. “For example, when we too, think they’re just having children work on body control start on skills that lead to tennis, fun. ■ and traveling through space I have two kids work together, making, for example, curvy or but only one has a racquet. The zigzag lines. In first through other tosses the ball for the first third grades, they do more ex- to hit. Instead of two of them plorative, unregimented move- bashing the ball around compet- ment. “We do a lot with the itively—and missing, they work

NW EDUCATION / Fall 2000 Rampmeyer’s work has long 35 PRESCHOOL ISN’T TOO YOUNG TO START been recognized by grateful par- WILLARD L. BOWMAN ELEMENTARY SCHOOL ents, but last year she received wider acknowledgement. After ANCHORAGE, Alaska—Kim muscle development and in- encouraged snowshoeing. “We a rigorous selection process, Rampmeyer’s preschoolers at crease motor skills. Everything I have so much winter here,” she Rampmeyer was named by the Willard Bowman Elementary found was based on imaginative says. “People are stuck inside Council on Physical Education School are playing a favorite play or one-to-one physical being inactive for so long. But for Children (COPEC), a division game: Alaska Highway. On their therapy situations. I observed with snowshoes you can get of NASPE, to the prestigious little “cars” (scooters), they pull the children in their classrooms out.” Rampmeyer handed out position of representing all ele- or push themselves around and discussed specific disabili- information about snowshoes mentary physical education “road kill” (a rubber chicken) ties with physical therapists. I before Christmas last year, and teachers from Washington, and through a “tunnel” (a nylon learned. Now I make lessons for many parents bought them as Idaho, Montana, Oregon, parachute). At a make-believe the more able kids and adapt presents for their kids. and Alaska. ■ car wash, paper streamers them for the others.” To raise grant money to pur- hanging from a row of track The preschoolers work on gross chase skis for the third through hurdles tickle the kids as they motor skills by jogging or doing sixth grade, Rampmeyer had to scoot through, and a fan blows animal walks down a wide black make a convincing case that ski- off the imaginary water. line. By simulating tires, they do ing could be made to enhance Twenty-five percent of Ramp- modified pushups. “We pump coursework in math. She did. meyer’s students have physical, up as if we were a flat tire, then “We can measure how far we go, mental, or sensory disabilities. we have a blow out or a slow our stride lengths, etcetera, and That doesn’t stop her from in- leak, and try again,” Ramp- combine skiing with orienteer- cluding them as fully as possi- meyer says. Preschoolers also ing and map work,” she says. ble. “We have one little boy in do modified sit-ups, twirl hula Rampmeyer’s students are ex- a wheelchair, who has a tra- hoops around their tummies, traordinarily well behaved, and cheotomy and a feeding tube. practice kicking and striking, this is no accident. Rampmeyer He communicates by blinking and explore some basic climb- uses Don Hellison’s Levels of and uses one hand to move his ing and balancing skills. Be- Behavior to make explicit to kids chair,” Rampmeyer says. “But cause many disabled kids have what is expected of them, from he always comes on Thursday been carried by parents and iso- unacceptable behaviors (hitting, because it’s PE. He loves it. lated from nondisabled peers, pushing, leaving without per- When we play Alaska Highway, they’ve had fewer chances to mission) to generous (showing we lift the parachute and the car develop physical skills. For concern for others, giving gen- wash streamers above him. autistic or “globally delayed” uine compliments). Kids assess When we do kicking, we help kids, especially, the kinds of ac- their own behavior accordingly him move his foot to kick a tivities Rampmeyer provides are every day. This approach has 48-inch beach ball.” crucial to proper development. been judged a success by par- Physical education is hardly Rampmeyer’s older students ents and other teachers alike. routine for preschoolers, let engage in activities, albeit on a Independence is encouraged in alone for those with disabilities. rudimentary level, more often Bowman students, too. Entering When Rampmeyer started at associated with much older the gym, they read warm-up di- Bowman, she had no idea that youth: orienteering, inline and rections on the door and begin she would be pioneering the ice skating, cross-country ski- on their own. Each student has development of curriculum for ing, juggling, and snowshoeing. a choice of equipment for many both. But when she was asked, The district’s goals include get- activities, and their choices be- she dove in. “I had no training in ting kids started on learning life- come “theirs” for the duration. adapted PE, special education, time fitness skills. Rampmeyer’s And they frequently have op- or early childhood,” Rampmeyer work shows that the elementary portunities to create their own recalls. “I searched for curricu- years are not too young to start. games and dances, which they lum that would promote large- She is especially pleased to have show to their classmates.

NEW MOVES 36 dawdling along. To an observer, he into a sales position at Nordstrom. subjects—art, drama, music, PE— reminisces, “I taught her mother as But the following spring, her got stalled on the sidelines. a fifth-grader.” principal asked her to come back. “I don’t think it was just Measure “Higher, Mr. A, higher!” a boy Mollala had reconfigured the district 5,” says Barbara Cusimano, Associ- yells. Rushing right at Anstine, the to create an 800-student middle ate Professor of Exercise and Sports boy executes a “hoop jump” as he school, with positions for four PE Science at Oregon State University. sails by. teachers. “When I asked if it was a “Educational reform hit about the With wiry gray hair and lively sure thing, he said, ‘Oh yes, we’re same time as the budget cuts. eyes behind tinted glasses, Mr. A, as going to go forward.’” Schools were being asking to do everyone calls Anstine, has taught So back to Mollala she went. more but with less funding, and for nearly two decades at Glencoe, Things were looking good—until school administrators had to face a pretty, mission-style school of 500 spring rolled around again. “The difficult choices.” School adminis- kids on Portland’s inner-southeast principal called us in and said, ‘I trators, stuck between growing de- Saving PE: side. But there was a time 10 years hate to do this, but budget cuts force mands and diminishing resources, ago when his job looked like any- us to lay off the entire department.’ reasoned that they should direct re- The Oregon thing but a sure bet. “I was devastated.” sources to those areas where the “I was a full-time PE specialist at She began a series of part-time state is holding them accountable, Story the time of Measure 5,” Anstine says, PE jobs, moving from school to Cusimano notes. THE PENDULUM OF SUPPORT FOR referring to the property-tax limita- school around the region. Slowly, Finally, though, gym class is re- GYM CLASS HAS SWUNG FROM tion law Oregonians passed in 1990 she worked her way back up to the gaining lost ground in Oregon. New ONE EXTREME TO ANOTHER, that radically cut funding to the 0.8 position she now holds at Moun- research on kids’ abysmal fitness AND IS SWINGING YET AGAIN state’s 246 school districts. “I felt tain View Middle School in Beaver- has in part fueled that reversal. The By JUDY BLANKENSHIP stressed like all of our specialists did, ton. But for Fatland and hundreds tenacious efforts of dedicated PE and I started preparing for an ele- of her PE colleagues in Oregon, the proponents have also helped sway PORTLAND,Oregon— mentary classroom teaching posi- professional landscape had changed opinion. The public and policymak- On this sunny April afternoon, tion by going back to school. “ forever. ers are once again seeing the need 16 kindergartners at Glencoe Ele- Anstine was lucky. With strong Ballot Measure 5, passed by Ore- for kids to sweat at school. mentary are running 400-yard laps support for PE at Glencoe, he kept gon voters in November 1990, is around the grassy, tree-lined track his post. But many of his PE col- only the most visible assault to phys- SLASHING BUDGETS behind the school. To keep the five- leagues were not so fortunate. In the ical education in the state. Over the While Measure 5 is not alone to year-olds moving and “out of trou- rural town of Mollala in Oregon’s past 30 years, PE in Oregon has lost blame for Oregon’s PE woes, it is a ble,” PE teacher Jim Anstine walks wet Willamette Valley, Susan Fatland ground to a number of other factors, major culprit. The infamous ballot the track counterclockwise, greeting —another longtime veteran of the both fiscal and philosophical. The measure dramatically changed how each child by name and holding up field—tells a very different story. In biggest hits have come from the the state’s schools are funded. The his hand for a high five as they 1995, when the district was forced by back-to-basics movement of the law capped local property taxes and run by. Measure 5 to lay off all but two K-8 1970s and the standards movement required the state to make up the “That’s good, Lucy, keep going,” PE teachers, Fatland was among of the 1990s. Both movements ze- lost revenue. For the first couple of he urges a dark-haired girl who’s those who lost their jobs. She settled roed in on academic subjects. Other years, state coffers and local cash re-

NW EDUCATION / Fall 2000 serves were able to cushion the effect 37 of the new law. But by school year 1992-93, massive teacher layoffs began. Shock waves were felt around the state as athletic and activities budgets were slashed, and PE was scaled back or cut altogether The cuts hit a flash point in March 1996, when Portland, the state’s largest district, announced it would be forced to eliminate about 500 jobs and cut 15 special pro- grams. At the same time that Mea- sure 5 went into effect, the state instituted a new formula to close the revenue gap between districts and equalize per-pupil spending state- wide. While some rural, low-spend- ing districts saw their funding increase by up to 25 percent, Port- land’s school budget shrunk by about $50 million in the six years after Measure 5. By 1996 the district was spending 21 percent less on each student. For every 1,000 stu- dents studying art, music, or drama, there were just two teachers. For those interested in fitness, sports, and physical education, there were sometimes no teachers at all. “We’ve cut all the fat out,” Park- rose Superintendent Jacki Bottingim told The Oregonian newspaper in March 1996. “Then we cut the meat to the bone. The only thing left is A grant from the city of Portland helps support after-school activities such as kung fu and the Twirl Club at Glencoe Elementary. the heart.” Ironically, Oregon’s economy was booming with an influx of high-tech

NEW MOVES 38

A dedicated jump roper polishes her skills at an after-school jump rope club. Photos by Rick Rappaport.

industries, and in June 1991 the 2010”—raised academic standards when PE held a solid position in language arts,” Zehrung says. state Legislature had overwhelm- for high school students in English, Oregon schools. “Fifteen years be- Another long-time Oregon ingly passed the most ambitious math, science, and social studies. PE fore the passage of Ballot Measure 5, teacher, Diana Boyte, recalls a rich- school-reform plan in the nation. was not among the subjects required the job situation was a lot better,” he ness of courses available to high The Oregon Educational Reform for the certificates of mastery high reports. “PE may not have been on school students 30 years ago that is Act for the 21st Century—with the school students were expected to earn. a level playing field with core cur- almost unbelievable in today’s bare- ambitious goal of creating “the best riculum subjects, but it was still rec- bones environment. educated and best prepared work- DECADES OF DECLINE ognized as an integral part of the “Every high school student took force in America by the year 2000 PE teacher Don Zehrung has been school day. Back then kids had PE two years of PE,” says Boyte, who re- and equal to any in the world by around long enough to remember every day, just as they had math and tired last spring after a long career

NW EDUCATION / Fall 2000 in the Portland-area suburb of teaching positions were lost, despite teachers and making themselves in- have a toehold but has not yet made 39 Beaverton. “Beyond the required the 1987 recommendation from dispensable to their school commu- a solid comeback, Foster’s position is personal fitness class, a student Congress that all schoolchildren nities. Described as the “heart of the classified as half-time TOSA: teacher could elect five other PE courses, have daily, high-quality, physical school” when he won a teaching on special assignment for the dis- which included summer fishing, education from kindergarten award last year from the Portland trict. A physical education specialist winter fishing, archery, tennis, and through high school. By 1995 just Public Schools Foundation, Anstine at Sabin Elementary School in Port- golf, as well as all the traditional 25 percent of the nation’s students organizes an annual, schoolwide land for 18 years, Foster, a tall, strik- team sports.” attended a daily phys ed class, down Run for the Arts event that this year ing woman in her early 50s, was Summer fishing? Golf? This from 42 percent in 1991. raised more than $20,000 for “ex- encouraged to take her new job by dream world of PE courses available No one can say for sure when the tras” such as arts performances and those who watched her proactive ap- to some Oregon students, albeit pendulum began to swing back in artists’ residencies. In addition to proach to the cutbacks of Measure 5, those who lived in well-funded dis- favor of PE. But the 1996 Surgeon teaching six PE classes a day, Ans- and her tireless efforts to profession- tricts such as Beaverton, was too General’s Report on Physical Activ- tine has taken on noontime duties alize and strengthen PE curriculum good to last. “Years before Measure 5 ity and Health, which portrays a on the playground, where he keeps in Portland’s schools. the state made the decision to cut nation of kids out of shape and kids working on their PE skills. He “Around the time of Ballot Mea- back PE and add other academic re- overweight, clearly jolted the nation runs intramural sports for children sure 5, I remember (former Port- quirements for graduation,” recalls into taking a second look at physical who arrive early in morning, and he land Superintendent) Dr. Bierwirth Boyte. “The PE requirement for education. directs a popular after-school track and the school board saying they high school students dropped to one and field program for the Portland were going to cut all PE and music. year, though it was still offered as an SWEATING BULLETS Parks and Recreation Department. For a few days I just cried. I could elective.” After two laps around the track, Ans- “PE has always been a priority at not imagine what I would do. After Zehrung offers an additional ex- tine’s kindergartners work their way Glencoe,” says Bob Tongue, PTA a week of not sleeping and going planation for the trend away from through a playground obstacle president and the father of a third- through a real bad time, I decided sports and fitness. “In 1969, back course and then, without pausing, grader, “and Mr. A is such an impor- to do two things: I would go back to when I was a student at Portland run into the gym to practice jump tant part of the program that we’ve school to get my classroom endorse- State University, Time and Newsweek rope. As they dash from one end of always found a way to fund his posi- ment, and I would start advocating.” ran simultaneous cover stories on the gym to the other, some five-year- tion. He’s one full-time staff member Foster called every PE teacher she “Why Johnny Can’t Read.” The olds can only flail the rope above but we probably get one-and-a-half knew in the district. She asked them back-to-basics trend was already be- their heads. Others expertly skip to two times the work from him. to urge parents and kids to write let- ginning, but I think those two stories over the rope every time. “Very few That’s a real bonus.” ters to the school board, the legisla- gave it tremendous momentum. It kindergartners can jump in the be- Other teachers took a different ture, and the media. More than 90 marked the beginning of an empha- ginning of the year,” says Anstine, approach. parents and children sent letters. sis on academics and the decline of “but by the end of the year, 50 to 60 Emily Foster is just a few months “We packed four different board ‘extras’ such as PE, music, and art.” percent know how to jump rope. into her new job as PE coordinator meetings,” Foster remembers. “We In the next two decades the mes- The girls seem to be better at this at Portland Public Schools—a posi- had doctors come and speak about sage became loud and clear: gym than the boys,” he adds. tion that fell under the Measure 5 the importance of physical activity. I isn’t important. Budgets were cut, Some PE specialists, like Jim Ans- axe, and was reinstated last spring. called Bill Bowerman, the famous facilities fell into disrepair, and tine, survived by being innovative As if to caution that while PE may coach at University of Oregon, and

NEW MOVES 40 when he heard the situation he said as they participate in skill stations room certification as a hedge years after Measure 5—the district ‘I’ll be right up.’ In the end, the —they wouldn’t dream of cutting against future cuts. was facing cuts yet again. Says Fos- board was inundated.” PE out of the elementary curriculum. “This whole thing has been ter: “I was sweating bullets.” Among the letters was one from The efforts of Foster, her col- rough on children,” Foster says. While PE is far from firm footing Foster’s mother, Toby McDonell. A leagues, students, parents, and “Every spring we would hear that we yet, the high-profile organizing has retired professor of physical educa- grandparents had an immediate had to cut back. Music went to half- begun to have long-term impact. tion at the University of Puget pay-off. The Portland school board time, then we lost several instruc- When, in 1996, the Pew Charitable Sound, McDonnell reminded decided not to completely cut PE tional aides, an administrator, and Trusts funded a project to help urban Bierwirth and the board that her from the curriculum. But the inevi- a counselor.” PE at Sabin was saved, school districts create content stan- daughter was Oregon’s PE Teacher table staff and program reductions thanks to vociferous input from dards and benchmarks in several of the Year in 1993, and suggested meant some teachers had to divide children and parents, and strong academic areas, physical education that if they had ever attended one their time between two or more support from the site-based council. was included. Foster and her col- of her daughter’s annual jelly-bean schools. Others took on classroom But job insecurity became an an- leagues set to work to define exem- field days at Sabin Elementary— responsibilities. Still others, like Fos- nual headache as predictable as plary physical education programs where 700 students win jelly beans ter, went back to school for class- taxes. In the spring of 2000—10 and common curriculum goals for

Programs like Glencoe Elementary’s Twirl Club pull in kids not traditionally drawn to sports.

NW EDUCATION / Fall 2000 elementary, middle, and high our legislators have opened their it is punishment. Physical education “There is a new PE on the hori- 41 schools. Two years later, the team eyes to the fact that we’ve got a is teaching students how to enjoy zon,” says Foster. “I see more stan- produced an impressive 90-page health care crisis resulting from our moving and what it does for their dards-based teaching, adequate booklet that outlines physical edu- sedentary lifestyles,” says Zehrung. bodies.” budgets so every kid can have equip- cation content standards for a wide “The good news is that the Legisla- At the national level, the pending ment, and professional development range of skills and topics: motor ture passed the bill. The bad news is Physical Education for Progress Act, inservice days for PE teachers, like skills, active lifestyle outside the that they underfunded K-12 educa- or PEP, sponsored by Republican any other discipline. I see more re- classroom, physical fitness, diversity, tion, so that school districts are still Senator Ted Stevens of Alaska, would spect for physical education.” and personal and social skills. For faced with the tough choices of what give $400 million to state school dis- At Glencoe, Anstine keeps a each content standard, the team to cut back.” tricts to improve PE programs—$5 watchful eye on a class of third- developed common curriculum School funding remains a gar- million to Oregon alone (a figure graders tossing neon-green tennis goals, benchmarks, and assessment gantuan issue in Oregon. Even so, roughly equivalent to the salaries balls into the field. “Throw higher, examples. there are more promising omens on and benefits of the 100 PE teachers girls, higher!” he encourages. “Everyone tends to think of PE as PE’s horizon. The Oregon Depart- the state has lost in the last decade). “I only see these children twice a a soft subject,” says Foster. “I’d love ment of Education has given PE a “These are all positive indicators week,” Anstine says, “but at Glencoe to see it become core, and as impor- big boost by reinstating a state-level that there will be a turnaround,” says we use recess and playground time tant as everything else.” position that was obliterated by Cusimano from Oregon State Uni- at lunch to make sure that every Measure 5. versity, “but I think it’s a little too child gets 30 minutes daily of vigor- PERSISTENCE PAYS OFF “Physical education now has a early to say we’re there. We’re not.” ous physical activity.” There are other signs that change is place within the state education sys- As if to emphasize Cusimano’s He pauses and looks pensive. “In on its way. In July 1999 the Oregon tem,” says Margaret Bates, who was point, the outcome of a cliff-hanger an ideal world,” he says, “every kid Legislature passed House Bill 3307, recently hired to fill the post, Educa- state election in May at first looked would have 40 minutes of PE every a bipartisan effort to add PE to the tional Program Specialist for Physi- bleak. A local-option levy for schools day.” ■ subjects required for certification cal Education. “Our first task will be appeared to have failed in Portland under the Educational Reform to propose, and have approved, a set for lack of the required 50 percent Act. It was a victory for a persistent of standards and benchmarks in voter turnout. But a final tally re- group of health and PE activists that physical education. Meanwhile, dis- vealed that a bare majority of eligi- included Zehrung, who teaches at tricts need to recognize the impor- ble voters had sent in ballots. The Conestoga Middle School, and Dr. tance of the Physical Education Bill levy passed. The $78 million tax in- Minot Cleveland, a Portland in- (HB3307) and what it means to crease over five years will restore 170 ternist and chairman of the Oregon them.” teachers, reduce class size, and help Coalition for Promoting Physical “People need to know what qual- replace outdated textbooks. Some of Activity. Other groups that joined the ity physical educators do and what the cuts to the arts and other special effort included the Governor’s Coun- a quality program looks like,” Bates programs will be restored. At least cil on Physical Fitness and Sports continues, referring to the public for the moment, the hemorrhage in and the Oregon Heart Association. perception of PE. “The old sayings funds, personnel, and programs that “I think House Bill 3307 is a of ‘give me 10’ and ‘take a lap’ are has devastated Portland has been demonstration that the majority of out. That is not physical education; stanched.

NEW MOVES DIALOGUE

42 Dear Editor: Raising I am writing with regard to the ar- cess during the oversight of one “You don’t need to blow out an- ticle, “The Principal Kids Love to principal, the building blocks other’s candle to make your own Continued from Page 44 Hug” ( Spring 2000). I was both were usually in place years prior flame brighter.” Unfortunately, in shocked that Principal David to that recognition. your zest to make the most of Mr. the lower grades. But we’re not see- Nufer at Finger Lake Elementary I find it quite sad that Mr. Nufer Nufer’s accomplishments, this is ing a response to that recommenda- chose to present the situation as chose to detract from the work of what happened, and it is a shame. tion. We thought that when the he did and amazed that it was ac- former Principal Nancy Carder Dr. Carder is a talented and dedi- tually published. As an educator and her staff at Finger Lake in the cated professional, who in my report came out, it would have a and a principal of many years, I comments he was quoted as say- opinion could easily be named positive impact similar to the land- have learned that it is quite easy ing in the article. I believe that “Distinguished Principal of the mark report on smoking tobacco to compare oneself to one’s pre- this “competitive” aspect to awards Year” because of her talents, ded- back in 1964—that it would change decessor in a favorable light, as and recognition totally detracts ication, and hard work for children. the predecessor is no longer from the collegiality we need to things. Administrators in education there. I have also learned that a build between peers in order to Patricia McRae either are not aware of it or they just school culture and strong pro- improve education for all students. Executive Director have too many other things on their grams are built over many years, A physical education teacher Elementary Education plate. and that while a program might I once worked with had a saying Anchorage School District experience recognition and suc- posted on the gym wall that said, Anchorage, Alaska NW: How have the national PE standards, which you helped Dear Editor: to develop, been received in I was somewhat surprised that a and opportunities. No two are ex- work before him. In this case, the field? professional publication promot- actly the same. This does not al- only part of the story was told. WOOD: The last time I checked, ing the positive work of principals ways mean that one is better than over 2,000 copies had been sold. (Spring 2000, “The New Princi- another. It definitely means that Nancy Carder Ed.D., J.D. pal”) would in its contents allow your writer could have found Principal They can’t sell them fast enough be- a reporter/writer to laud one at the enough of Mr. Nufer’s accom- Chugiak Elementary School cause physical educators were de- expense of another. It is my belief plishments to write about without Anchorage, Alaska manding direction, and we gave it that every principal has strengths his negative references to my to them.

Dear Editor: NW: Were there conflicts or sticking points among mem- I just finished reading the article missing in many people today, atic evaluation to be interesting. “A City Fit for Kids” (Winter 1999). not just the youth. It is exciting to By identifying the assets that help bers of the Standards and I was very impressed with the read about young people getting young people succeed, and then Assessment Task Force? commitment to the youth of the worked up over service to the assessing them to check for WOOD: A major sticking point for city of Boise. The ownership con- public good. Specifically, I can development and to identify weak- us was that we came out with seven ferred on the youth of this city is identify with action of Boise’s nesses, Boise is preparing its an example to other cities around youth to build a skateboard park. children for a successful future. content standards, three of which the country. These activities and Some young people in my home- deal not with the physical elements events are developing future citi- town are working to this end, but Randy Hartwig of PE, but with the psycho-social ele- zens who will take an active role encountering resistance. I think Science Teacher ment. Three out of the seven! It re- in their community and govern- they are doing a great job and Marshfield High School ment. They are also developing hope they are successful. Marshfield, Wisconsin ally shows the trend in schools today. leaders. The idea of service is I particularly found the system- It shows that PE is prepared to ad- dress behavioral management issues and some of the interpersonal skills that kids are really going to need to function responsibly in a multicul- tural society.

NW Education / Fall 2000 NW: What did you personally just finding enough time during WOOD: Yes, I do. I wouldn’t blame And remember that students are as- 43 argue most forcefully for? their day for all the paperwork is those who say, “I really hated it.” sessed in the cognitive and psycho- WOOD: Many physical educators challenging. Much of the motor skill The individuals who were good at it social domains in addition to the do not assess appropriately. So it’s testing involves observation. While liked it. Many of those who weren’t motor or movement domain. hard to show accountability for our this type of assessment is subjective, naturally good at it—which is the programs. That’s one of the main when it’s done properly with rating majority of people—didn’t like it NW: Is it important to reasons physical education pro- scales and checklists it’s an effective at all. They felt threatened. A lot of get parents involved? grams are cut when there’s a bud- assessment of one’s skill. We have practices that went on were not ap- WOOD: Parental involvement is get crunch. I’ve been fighting for the methods for efficient and effec- propriate. But modern physical ed- critical. We’re working hard on not accountability through assessment tive assessment. What it’s going to ucation teachers are extremely well only advocating for physical educa- for years now—that is, we have to take is retraining inservice teachers trained in how to deal with kids. tion, but also getting parents in- grade more effectively, and we have and training the new teachers who They’re well versed in how to teach volved in PE with their child at to be accountable for what we do. are in preservice right now. In the movement fundamentals in a way home. If the attitudes and behav- One of the foundations of the edu- teacher education courses at OSU, that’s fun and enjoyable. If kids iors are not modeled at home, it’s cational reform movement and the we spend a lot of time on skill anal- aren’t interested in physical educa- difficult for the PE teacher to get national PE standards is the assess- ysis and assessment. tion, they’re not going to recreate the point across. Also, if parents ment piece. How do you know when when they are adults. And so we don’t understand what’s going on your students have met the content NW: Do you have any sense spend a lot of time teaching our PE in physical education, it’s really standards? You have to assess. That’s of how many people are ac- teachers how to make physical edu- hard to get support for your pro- why in the standards document tually trying to adapt their cation interesting for kids. gram. We work a lot with our pre- there’s a whole section on perfor- curriculum to the standards? service teachers on how to advocate mance or “authentic” assessment. WOOD: There are some commu- NW: On the academic side, for their program. I saw it as a key to helping physical nities and states that have really reformers are stressing the education become more account- immersed themselves and are doing idea that every kid can learn NW: Do you feel optimistic able and to survive in the educa- an incredible job. Wichita, Kansas, and every kid can be suc- about the future of PE? tional system. and Kentucky are good examples. cessful. Yet I think a lot of WOOD: Guardedly optimistic. If But generally, there’s slow move- educators might hesitate to this country is to come to grips with NW: What’s the biggest mis- ment. There are some states that say the same thing about rising health-care costs, we must take that physical educators have hardly started at all. Locally, physical education. Do you focus the health-care system on make in terms of assessment? a few of the larger districts such as think every kid can learn to prevention. One of the most cost- Just not doing enough of it? Portland and Corvallis have adapted be skillful in movement? effective interventions is a sound WOOD: That’s a large part of it. their curriculum to the national WOOD: The idea here is not to physical education program. Cur- Another problem is the reliance on standards with some modification. mold kids into athletes. The idea is rently, some programs are not as high-inference grading criteria such However, my intuition is that the to give them minimal competencies effective as they should be, but we as attendance, participation, and ef- majority of districts have done lit- to increase the chances that they’ll know how to deliver effective physi- fort rather than low-inference crite- tle. Especially the smaller districts want to recreate as adults and cal education. It’s a matter of con- ria such as performance of motor —they don’t have the funds; it’s a have a health-enhancing lifestyle vincing taxpayers, parents, and skill and paper-and-pencil tests of major undertaking. throughout the life span. We have administrators to provide the neces- knowledge. And there are reasons for students set individual goals, not sary resources. As the father of two that. Part of it is lack of sufficient NW: So many people say, “I compare themselves to someone preschoolers, the bottom line for training. Part of it is that they’re in- hated PE.” Do you see these else. For individuals with a disabil- me is that we owe our future gener- undated with students. They want to new trends that you described ity, we adapt the program to their ations nothing less than the best we get their kids active, they don’t want earlier as changing that over- abilities. The idea is to help each can offer. So let’s get to it. ■ to be assessing all the time. And then all attitude toward “phys ed”? student reach his or her potential.

NEW MOVES 44 TERRY WOOD: In the last two are still operating under the more NW: What would be the typical decades, we’ve seen an increased traditional model. sad program you might see? emphasis on movement fundamen- WOOD: The sad program would be tals—teaching kids to move prop- NW: How many programs out a program that lacks facilities. So erly—particularly in elementary there are good and sound? you get a lot of kids in a very small school. There is still an emphasis WOOD: I would say that nation- space, like a cafeteria with a slippery on sport in the upper grades, but it ally, not a high percentage. Recent floor, and you’ve got to move the has shifted to leisure-time physical research has concluded that insuf- tables away. A sad program is one activity—that is, introducing an ficient exposure to quality physical with too many kids and too few array of physical activities in such a education programs is a primary teachers, many who are classroom way that kids will develop a positive factor in the major decline of the teachers minimally trained in PE. attitude toward health-enhancing fitness levels of American youth. It’s When a teacher spends all of his or physical activities throughout the pretty sad. In Oregon we do com- her time in classroom management, life span. More recently, we’ve seen paratively well. But we could do a the best they can do is get the equip- the emphasis expand from educa- lot better. ment out and say, “OK, let’s play Raising tion of the physical to educating some games.” They’re not teaching children in three domains: cognitive NW: Oregon has been out skills. I can’t blame the teachers for the Bar skills, motor skills, and what I call front by including physical this state of affairs because when you psycho-social skills. The psycho- education as a content area see 300 different kids a week, and An Oregon professor social area includes a multicultural in its Certificate of Initial you’ve got them in an inadequate helps bring PE into component, and is aimed at help- Mastery (CIM). space, what more can you do? the standards ing kids with anger management, WOOD: Since 1995, I’ve been in- movement conflict resolution, taking responsi- volved in the lobby to get physical NW: Aside from the Physical By LEE SHERMAN bility for their behavior, and getting education into the CIM and get Education for Progress bill along with diverse populations— some teeth into it. That just hap- now before Congress, do you Terry Wood of Oregon State Univer- including individuals with different pened in August of last year when see any sign of interest at the sity is one of eight PE experts na- sexual orientation. And then there House Bill 3307 passed. The bill federal level for supporting tionwide who crafted the national are certain values—habits of mind mandates testing in physical edu- PE programs? PE standards, released in 1995 by if you like—they should have, such cation by the district at the third, WOOD: In the last few years there the National Association for Sport as an appreciation for physical ac- fifth, eighth, and 10th grades. In was a resolution passed by Congress and Physical Education. Widely tivity and the beauty of movement. addition, the Oregon Department of for daily physical education. It was- published in the area of psychomo- This psycho-social area is receiving Education recently hired a PE spe- n’t a bill, there was no money, but tor measurement and evaluation, increasing emphasis, particularly cialist to coordinate the develop- the support from the federal level Professor Wood was a keynote as we see the increase of violent ment of state content standards so was a real boon for us. speaker at the 1998 International conflict in schools. The struggle in that every program will be on the Sports Teaching Symposium in reforming PE is making the transi- same page. The legislation man- NW: Symbolically, anyway. Taiwan. Northwest Education Edi- tion from the old to the new PE. It’s dates that the state Board of Educa- WOOD: Yes, symbolically—that tor Lee Sherman talked with him a transition from a sport-oriented tion develop content standards in they at least felt it was important. about the standards and about PE’s model to a physical-activity model PE to be implemented by the 2001- The other significant event on the ongoing evolution. based on content standards along 02 school year as part of the imple- federal level was the 1996 Surgeon with authentic assessment of stu- mentation of the CIM. I’m hoping General’s Report on Physical Ac- NORTHWEST EDUCATION: dents in the three domains. We have that they adopt the national stan- tivity and Health. It calls for ade- How has PE changed in teachers who’ve been in the field dards so we can get moving. We quate daily physical education in emphasis and purpose? for many years, and some of them don’t have to reinvent the wheel. See RAISING, Page 42

NW EDUCATION / Fall 2000 NWREL BOARD OF DIRECTORS

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NORTHWEST EDUCATION Olga L. Acuna Nancy Keenan Teacher Montana State Superintendent Hillsboro School District (OR) of Public Instruction Quarterly magazine of the Northwest Regional Educational Laboratory Dr. Trudy Anderson Rachel Lyon Director, Center of Educational Excellence Teacher Executive Director/CEO: J.A. and Kathryn Albertson Foundation (ID) Lewiston Independent School District (ID) Dr. Ethel Simon-McWilliams Joyce Benjamin Rey A. Mayoral Representative of Oregon Superintendent Principal Editor: of Public Instruction Salem-Keizer School District (OR) Lee Sherman Dr. Teresa Bergeson Sharon D. Parry Washington State Superintendent School Board Member Associate Editor: of Public Instruction Idaho Falls School District Suzie Boss Mike Bernazzani Myrle Peterson Issue Editor: Businessman Elementary Teacher Vancouver (WA) Lee Sherman Poplar School District (MT) Sally A. Brownfield John Pugh Contributing Writers: Teacher Chancellor Judy Blankenship, Denise Jarrett, Maya Muir, Hood Canal School District (WA) University of Alaska Southeast Catherine Paglin David Chamberlain Christopher Read School Board Member Principal Graphic Production: Evergreen School District (WA) Billings Catholic Schools (MT) Denise Crabtree Richard S. Cross Harry Rogers Alaska Commissioner of Education and Superintendent Graphic Design: Early Development Valdez School District (AK) Dan Stephens Dr. Marilyn Howard Barry Rotrock Proofreading: Idaho State Superintendent of Public Superintendent Catherine Paglin Instruction Oregon City School District (OR) Steven Jacquier Dr. Michael Schwinden Teacher Principal Southwest Region School District (AK) Great Falls School District (MT)

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