Relocating From Easy Street: Strategies for Moving Physical Education Forward

Abstract

There is broad consensus in the literature that despite dramatic gains in the knowledge-base regarding best practice in teaching, teacher education, and related pockets of effective programming in the schools, the majority of physical education programs are in disarray. In a recent article, Kretchmar (2006) referred to this dilemma as life on “Easy Street” with most physical education programs being characterized by short instructional units that afford students little chance to develop the knowledge, skills, fitness, or positive dispositions needed to maintain a physically active lifestyle. At best this approach entertains students and informs them about the health benefits associated with regular physical activity while providing limited opportunities to experience these benefits and achieve significant learning or personal growth. In the present article we propose that the problem is a complex one and as such requires a multidimensional approach to making substantive and meaningful change in school physical education. The metaphor of relocating physical education from “Easy Street” is used to delineate strategies that can be employed by teachers, teacher educators, and professional organizations to make this change possible.