Physical Education in the School Child&apos;s Day. Bulletin, 1950, No. 14
Author: McNeely, Simon A.
Date: 1950-00-00
Type: Historical Materials
Subjects: Educational History,Elementary School Students,Physical Education,Physical Activities,Physical Education Facilities,Educational Equipment,Student Development,Child Development,Student Behavior,Elementary School Curriculum,School Schedules,Teaching Methods,School Activities,Class Activities,Educational Strategies,Educational Practices,Recreation,Intramural Athletics,Extramural Athletics,School Community Relationship,Vignettes,After School Programs,Program Effectiveness,Evaluation Criteria,Teacher Education,Bibliographies,Government Publications,Educational Resources,Outdoor Education,Vacation Programs,Rural Schools,Urban Schools,Playgrounds

The elementary school years are crucial in the life of a boy or girl. In this formative period, children's experiences profoundly affect their physical, social, mental, and emotional growth. Today's schools are challenged to provide meaningful experiences that will help these children realize their full potential. Physical education is one of the ways in which elementary education seeks to meet the needs of children. A major function of physical education is to help boys and girls keep well and grow strong through participation in well-selected physical activities. It also has other purposes that relate to personal and social development. The intent of this bulletin is to show how physical education in the elementary school can contribute to the growth and development of boys and girls. It also aims at suggesting the place of physical education in a total program of elementary education. The teacher in service, as well as the prospective teacher, may find this bulletin useful for gaining insight into the purposes of physical education and the many opportunities the teacher may have to understand to help children. While full consideration of teaching methods and descriptions of activities were not possible within this bulletin's limitations, it is hoped that the general suggestions offered will be helpful and will motivate further study by teachers who feel the need. General supervisors, consultants or special teachers of physical education, and principals may find assistance in interpreting the educational values of physical education for themselves and for teachers and in helping the latter improve their teaching. There are values for school administrators, parents, and public-spirited citizens, too, because good physical education, like all phases of education, depends upon favorable administrative organization and support. The school program of physical education relates to many aspects of community life and should merit public confidence and cooperation. The major hope in the publication of this bulletin is that through its use people who are close to children will be further motivated to continue to work for the happiness and well-being of America's future citizens. Chapter I of this bulletin attempts to bring together some of the important things that are known about children of various ages--what they are like and what some of their needs are. This leads to a discussion in Chapter II, telling what physical education is like and why a varied program of physical education has value for children. In a general way, Chapter III suggests how the school day may be organized to provide experiences in physical education for the pupils. It offers suggestions for teaching physical education and for conducting the recreational and intramural aspects. This chapter also suggests questions to be raised regarding interschool competition. It closes with brief statements relating to some developments in education, such as year-round program and school-community recreation. Chapter IV deals with the importance of facilities, supplies, and equipment in physical education. Chapter V attempts to help the reader understand how a child's behavior in physical education sometimes enables one to see certain of his characteristics and needs that may not be easily apparent in other situations. The two following chapters deal with hypothetical but realistic situations. Chapter VI describes the kind of things one might expect to see children do in a school whose physical education program, by no means ideal, is being given serious consideration by the school personnel. Chapter VII highlights experiences of some of the children during after-school hours. Chapter VIII contains a brief set of criteria that the teacher might use to find out how well participation by children in the physical education activities is contributing to their general growth and development. The purpose of Chapter IX is to indicate ways in which teachers can be helped to become better prepared. Chapter X provides a list of pertinent references which will allow the readers to carry forward their interest in learning more about physical education in the elementary school. [Best copy available has been provided.]