Adults list many barriers to participation in physical activity as excuses not to exercise (see also chapter 2). Show students how to overcome these barriers through your health related physical fitness education curricu¬lum :
1. Fear of the unfamiliar
Curriculum decision guidelines: Allow middle school students to sample a wide variety oi activities.
2. Expense
Curriculum decision guidelines: Respect economic diversity by helping students explore equipment and facility options (e.g., the YMCA is cheaper than an upscale fitness club and provides financial aid to those who qualify) as well as physical activity options that do not require equipment or special facilities at all. Point out the benefits of lifestyle activities to health and fitness (e.g., mowing a larger lawn with a push mower or walking briskly to school are certainly workouts).
3. Fear or dislike of competition
Curriculum decision guidelines: While people may naturally compete, physical education programs need not emphasize it. Instead, emphasize cooperation and intrinsic motivation over competition and extrinsic rewards. Make competition simply one choice for those who enjoy it.
4. Lack of skill or the perception one must be good at something to benefit from it
Curriculum decision guidelines: Help stu¬dents learn to recognize the need for skill utilization (e.g., dribbling competently with the feet to play better and to gain more aerobic endurance benefits in soc¬cer), rather than think they have to master them completely. Teach students to analyze their skills. Individualize skill development instruction. Allow older students to specialize more to develop feel¬ings of competence. Emphasize enjoyment can be had with competent but not excellent skills.
5. Lack of knowledge
Curriculum decision guidelines: Integrate the whys of health-related fitness pur¬suits into the fun activities that develop health-related fitness components.
6. Time
Curriculum decision guidelines: Work on a district wide basis to develop time man¬agement skills in students. Show students ways to make time for fitness in their lifestyle routines (e.g., taking stairs instead of elevators). Emphasize that the new health-related fitness guidelines vali¬date the effectiveness of several short bursts of activity; that is, you don't have to block out one large amount of time per day to achieve basic health-related fit¬ness benefits. Invite guest speakers (e.g., parents, community leaders) from many different walks of life to share how they keep fit within the framework of their responsibilities, resources, and interests.
1. Fear of the unfamiliar
Curriculum decision guidelines: Allow middle school students to sample a wide variety oi activities.
2. Expense
Curriculum decision guidelines: Respect economic diversity by helping students explore equipment and facility options (e.g., the YMCA is cheaper than an upscale fitness club and provides financial aid to those who qualify) as well as physical activity options that do not require equipment or special facilities at all. Point out the benefits of lifestyle activities to health and fitness (e.g., mowing a larger lawn with a push mower or walking briskly to school are certainly workouts).
3. Fear or dislike of competition
Curriculum decision guidelines: While people may naturally compete, physical education programs need not emphasize it. Instead, emphasize cooperation and intrinsic motivation over competition and extrinsic rewards. Make competition simply one choice for those who enjoy it.
4. Lack of skill or the perception one must be good at something to benefit from it
Curriculum decision guidelines: Help stu¬dents learn to recognize the need for skill utilization (e.g., dribbling competently with the feet to play better and to gain more aerobic endurance benefits in soc¬cer), rather than think they have to master them completely. Teach students to analyze their skills. Individualize skill development instruction. Allow older students to specialize more to develop feel¬ings of competence. Emphasize enjoyment can be had with competent but not excellent skills.
5. Lack of knowledge
Curriculum decision guidelines: Integrate the whys of health-related fitness pur¬suits into the fun activities that develop health-related fitness components.
6. Time
Curriculum decision guidelines: Work on a district wide basis to develop time man¬agement skills in students. Show students ways to make time for fitness in their lifestyle routines (e.g., taking stairs instead of elevators). Emphasize that the new health-related fitness guidelines vali¬date the effectiveness of several short bursts of activity; that is, you don't have to block out one large amount of time per day to achieve basic health-related fit¬ness benefits. Invite guest speakers (e.g., parents, community leaders) from many different walks of life to share how they keep fit within the framework of their responsibilities, resources, and interests.
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