A Philosophy On Fitness Essay Research Paper — страница 2

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the sports and activities that I loved, as long as they were fun for me. As I got older, and the competition became more serious for me in field hockey, he became my number one fan. Before every game he would say these words to me, “Good luck, play hard, and have fun”. With just that simple phrase, I knew that he and my mother were my supporters, my encouragers, and my biggest fans. My elementary and high school gym teachers, Mrs. Cline and Mr. Cutchall, were amazing individuals who, when I look back now, lived for teaching their students the importance of physical activity and how to push themselves to be their best. Their examples and the impressions they made on me as my teachers, definitely had an influence on my decision to study physical education. Even now the

professors I have make it obvious to me that their main goal is to make their students better people; physically, mentally, and socially. Seeing their work makes me crave to be able to do the same for my students. I also chose a career in physical education because it is easy to see the benefits and outcomes of what you teach your students. As a teacher, not only can you see the results of your work through what the students do while they are playing, but also in their actions elsewhere. Children learn so much just from playing a simple game of softball. Lumpkin discusses these benefits or outcomes in her book, where she calls them objectives. She looks at three main objectives: Affective, Cognitive, and Psychomotor. I will also discuss a physical objective. These objectives are

what we should see our students learning from our teachings as an educator. I think that the four developmental objectives are all very important, but if I have to place an order to them, the affective would be listed as number one. As a teacher, I think one big part of our job is to motivate the students and to encourage them. Being able to be the encourager while a student is up to bat or running the bases in a softball game, is a simple thing to do. Those simple attempts to raise a student’s self-esteem, is probably one of the most satisfying for the teacher and the most beneficial for the student. Not only will they carry their motivation and high self-esteem in the gym class, but also in the other things they do throughout their life. Secondly, I would list the cognitive

objective. I think that cognitive development is a must. If the student is not able to have an understanding of what the activity is that they are performing, then why should they bother? What good is it if the student is made to run, but they don’t know the benefits they are getting at the same time? In sports, the game can be overall pointless to a student if they don’t understand the rules and the strategies that are involved and make the sport what it is. As an educator, we need to be able to make clear to students, the “what” and “why” for each activity they do. The psychomotor objective is probably next in importance. If basic locomotor, manipulative, and perceptual-motor-skills are learned early, they provide the foundation for lifelong enjoyment for physical

activity (Lumpkin, 1998, p.13). I think that having the ability to learn a motion or movement correctly, such as swinging the softball bat, is more important and better than just going out and trying whatever works. I would prefer, as a teacher, that my students be able, and find it easier, to learn and perform a variety of specific skills, rather than just making them run laps every class. Even though I placed this objective last on the list, I still place a great deal of importance on it. The physical development of a person is definitely important when living in the lazy work that we live in today. Physical fitness includes cardiovascular endurance, muscular strength and endurance, flexibility, and body composition (Lumpkin, 1998, p.14). It also includes becoming agile,

coordinated, speedy and powerful. The benefits for being physically fit, such as the lowering of health risks and stress, and better academic performance, need to be learned so that the students want to continue living a healthy lifestyle for their entire life. In determining which objectives I want my students to learn, I begin to form my own philosophy. Lumpkin says that, “Developing a personal philosophy can improve teaching effectiveness, influence your behavior, provide direction in program development, contribute to society’s awareness of the value of physical activity, and encourage a feeling of commonality among co-workers” (p. 28). In looking at the different philosophies, I believe that I am more of a realist, with a few idealist beliefs added in. The