Teaching Affective Qualities in Physical Eduation The University 课堂教学的情感品质在体育大学.docxVIP

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Teaching Affective Qualities in Physical Eduation The University 课堂教学的情感品质在体育大学.docx

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Teaching Affective Qualities in Physical Eduation The University 课堂教学的情感品质在体育大学

? ? Heidorn, B. Welch, M. (May/June, 2010). Teaching affective qualities in physical education. Strategies: A Journal for Physical and Sport Educators, 23(5), pp. 16-21. Teaching Affective Qualities in Physical Education By Brent Heidorn and Mindy M. Welch Teaching physical education is exciting! It is important that we teach more than just knowledge, skills, and strategies. According to Rink (2006), “Affective objectives describe student feelings, attitudes, values, and social behaviors…Unless teachers address affective goals in their programs, students may be skilled and may even be knowledgeable but may choose not to participate (pp. 6-7). In addition, teaching to the affective domain directly aligns with two of the National Standards for Physical Education (NASPE, 2004, p. 11). Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. The purpose of this article is to promote teaching to the affective domain and provide physical educators with strategies for implementation. Physical educators at all levels have observed learners in a school-based physical education setting as well as physical activity or sport settings outside of organized school curricula demonstrating behaviors deemed inappropriate or inconsistent with professional standards (NASPE, 2004; Graham, Holt/Hale,? Parker,?2007). The following?scenarios might be familiar in physical education: 1) the teacher ignores high school students?taunting each other during game-like situations; 2) students?grouped according to gender?often leads to?students making?demeaning comments about?other individuals or groups; 3)?students do not?play fair or pass the ball?to certain members in their group or on their team, showing favoritism to some,?or dislike of others;?or 4) less skilled or physically unfit students are alienated b