Personal Philosophy: Physical Education

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As a recent college graduate, I find myself leaving Virginia Tech with not only a diploma, but also a definitive view of what I hope to accomplish as an educator in the field of physical education. I have been fortunate enough to work in a variety of settings ranging from student teaching at both the high school and elementary levels to volunteer work for the Special Olympics. These experiences have allowed me to further generate a philosophy of teaching physical education that was initially developed through my college curriculum.

The largest obstacle that I believe faces the physical education teacher is the "roll out the ball" stereotype. Physical education teachers are not employed to merely oversee recess. The primary goal is to teach students the importance of physical activity, and to help them incorporate it into their daily lives. In the past, the significance of this education was not readily accepted. Today, however, it has been brought to the forefront of society through science, research, and even a warning by the Surgeon General, that America needs to shape up. The key to living a health lifestyle, I believe, is education in the developmental stages of children.

I hope to convey this importance to my students through a broad range of activities. Some of which will include typical sports such as basketball and volleyball, but physical education is more than just team sports. It also entails outdoor activities such as rollerblading and hiking. It is through these kinds of programs that students will gain a full and diverse appreciation for physical activity. Students that need the most help in this area are the ones who are less motivated. These are the kids that must be targeted, and through the aforementioned activities, they will have plenty of different ways to learn about the benefits of physical education and activity.

While working with several challenged youths in my student teaching and with Special Olympics, I realized the need for active participation in this area. In many instances, these children are totally segregated from the rest of the student body. Whenever possible, I believe that all students could benefit by participating in various physical activities. Many, of which, can easily be adapted to better include challenged students. In promoting physical education we should look past the various differences in types of students. It could prove advantageous to better each student individually as they learn to work together, utilizing each individuals special talents, and conforming to help meet each individuals special needs.

There is an enormous amount of responsibility involved with teaching and the need for quality physical education is growing at a rapid pace. The focus needs to be on the children who need it the most, those that are inactive and unwilling to participate and those who are challenged. An effective physical education program should not only encourage participation while in school but also to serve as a means to inspire children to live healthy lives; lives that are motivated by the feeling that an active life is a pleasure and not a chore.

C. Collins