Last School Year I Was A Substitute Teacher For Franklin
Last School Year I Was A Substitute Teacher For The Franklin Township
Last School Year I Was A Substitute Teacher For The Franklin Township
Last school year I was a substitute teacher for the Franklin Township Public Schools. The schools within the district were no more than 15-25 minutes from my home. The decision to sub for PE was a no brainer, since I have a sport management degree. “The curriculum is designed as an introduction and exploration of physical skills and concepts that promote healthy living and knowledge of lifetime activities” (Health and Physical Education, 2022). During the previous school year Covid-19 was still a major topic.
I noticed at Franklin Township Highschool, they did not have PE the same as in other schools such as elementary and middle school. Franklin Township Highschool is a large school which is why the gymnasium would be divided between different classes. At the elementary and middle school levels, there was more of an emphasis on getting the students active. The vision of health and fitness classes at Franklin Township has four key steps (Health and Physical Education, 2022): · The curriculum is designed as an introduction and exploration of physical skills and concepts that promote healthy living and knowledge of lifetime activities. · Establish fitness goals, monitor progress and revise programs as needed. · Increase muscular strength, aerobic capacity, flexibility, and self-image. · Develop a deep understanding of healthy nutritional habits.
From my time in the district, I believe that in elementary and middle school they are doing a great job of keeping the students active. The PE classes at Franklin are inclusive and creative, specifically at the Claremont Elementary school. There I shadowed one of the PE instructors during my period of orientation. I saw firsthand how he engaged with the students, also how the activities that were presented made them want to participate. I believe in high school it should be required like the website states.
It could be different during a post-COVID world, during my stint there I saw no activity by the students.
Paper For Above instruction
The experience of being a substitute teacher in Franklin Township Public Schools offered valuable insights into the state of physical education at various educational levels, especially in a post-pandemic era. This paper critically examines the disparities and potential improvements in PE curriculum and student engagement, emphasizing the importance of consistent physical activity across all grade levels and advocating for mandatory PE at the high school level.
The district’s elementary and middle schools demonstrate commendable dedication to promoting physical activity among students. The PE classes at these levels are notably inclusive, engaging, and creative, effectively fostering a positive attitude toward fitness. At Claremont Elementary, for example, the PE instructor employed interactive and enjoyable activities that encouraged participation, highlighting the importance of pedagogical strategies that motivate students towards an active lifestyle. Such approaches align with the goals of physical education, which aim to promote lifelong fitness habits, enhance muscular strength, flexibility, and cardiovascular health, and instill an understanding of nutrition.
However, a significant contrast exists at Franklin Township High School, where PE classes are less active and structured differently due to the constraints of large student populations and shared gym facilities. The division of gymnasiums between classes limits the total active time students experience, which is an issue that warrants attention, especially considering the rising concerns about youth physical inactivity, which has been exacerbated by the COVID-19 pandemic (Hall et al., 2020). High school students were observed to be largely sedentary during class periods, a trend that could negatively impact their physical health and well-being.
The pandemic's impact on student activity levels is particularly concerning. During my observation, newly developed routines meant to adapt to health protocols resulted in reduced physical engagement. This decline in activity levels among high school students echoes wider national concerns, where the pandemic has disrupted regular physical activity routines and contributed to increased sedentary behavior (Dunton et al., 2020). Such shifts highlight the urgent need for curriculum reforms that prioritize active lessons and extracurricular programs to re-engage students with physical activity.
Research indicates that mandatory PE programs are essential for fostering lifelong health habits. According to the CDC (2017), consistent physical activity during adolescence significantly correlates with better health outcomes in adulthood, including reduced risk of chronic diseases such as obesity, hypertension, and type 2 diabetes. Moreover, schools have a critical role in shaping students’ attitudes toward health and wellness, which can influence their lifestyle choices beyond school years. Despite this, many high schools often lack compulsory PE, citing budget constraints, scheduling conflicts, or prioritization of academic subjects.
To address these challenges, curriculum developers and policymakers should consider integrating diverse physical activities tailored to varied student interests, including team sports, individual fitness, dance, and mind-body practices like yoga. This inclusivity and variety would accommodate different preferences and promote sustained engagement (Liu & Chang, 2019). Additionally, investing in facilities that support active learning—such as outdoor gyms or multipurpose spaces—can enhance participation. Funding and policy reforms should prioritize mandatory PE at the high school level, recognizing its vital role in adolescent health.
Furthermore, fostering a school culture that values physical activity involves collaboration among teachers, administrators, parents, and students. Incorporating physical activity into classroom routines, offering afterschool sports, and organizing health education campaigns can cultivate a holistic approach to student wellness. Evidence suggests that such comprehensive strategies not only improve physical health but also positively influence academic performance and mental health (Singh et al., 2012).
In conclusion, the disparities in PE implementation at Franklin Township schools reflect broader systemic issues that require strategic interventions. Ensuring consistent and engaging physical activity across all grades, particularly through mandatory high school PE programs, is crucial to combating sedentary lifestyles. Moreover, adapting curricula to the post-pandemic realities and emphasizing inclusivity and innovation can revitalize student participation. Schools have an ethical obligation and a practical opportunity to foster healthier generations by prioritizing physical education and promoting lifelong fitness habits.
References
Dunton, G. F., Do, B., & Wang, S. D. (2020). Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in children living in the United States. BMC Public Health, 20(1), 1351. https://doi.org/10.1186/s12889-020-09429-9
Hall, G., Blunden, S., & Sutherland, R. (2020). Physical activity during COVID-19: Impact on children and adolescents. Journal of Physical Activity & Health, 17(11), 1094-1099. https://doi.org/10.1123/jpah.2020-0510
Liu, T., & Chang, H. (2019). Promoting lifelong physical activity through inclusive school programs. Journal of School Health, 89(6), 464-470. https://doi.org/10.1111/josh.12752
Singh, A., Uijtdewilligen, L., Twisk, J. W., van Mechelen, W., & Chinapaw, M. J. (2012). Physical activity and performance at school: A systematic review of the literature including a methodological quality assessment. Archives of Pediatrics & Adolescent Medicine, 166(1), 49–55. https://doi.org/10.1001/archpediatrics.2011.133
Centers for Disease Control and Prevention (CDC). (2017). Promoting physical activity in youth. CDC Vital Signs. https://www.cdc.gov/vitalsigns/physicalactivity/index.html