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    Misconception About Physical Education

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    wedjeamercy
    The document lists several common misconceptions about physical education, including that it is merely play time and does not require professional training or teaching skills; that the subject lacks academic rigor or importance; and that physical education programs do not provide meaningful benefits or have progression. Many of the listed misconceptions suggest physical education is not a serious subject or that physical education teachers are not professionals on the same level as other teachers.

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    Misconception About Physical Education

    Uploaded by

    wedjeamercy
    25 views1 page
    The document lists several common misconceptions about physical education, including that it is merely play time and does not require professional training or teaching skills; that the subject lacks academic rigor or importance; and that physical education programs do not provide meaningful benefits or have progression. Many of the listed misconceptions suggest physical education is not a serious subject or that physical education teachers are not professionals on the same level as other teachers.

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    The document lists several common misconceptions about physical education, including that it is merely play time and does not require professional training or teaching skills; that the subject lacks academic rigor or importance; and that physical education programs do not provide meaningful benefits or have progression. Many of the listed misconceptions suggest physical education is not a serious subject or that physical education teachers are not professionals on the same level as other teachers.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    25 views1 page

    Misconception About Physical Education

    Uploaded by

    wedjeamercy
    The document lists several common misconceptions about physical education, including that it is merely play time and does not require professional training or teaching skills; that the subject lacks academic rigor or importance; and that physical education programs do not provide meaningful benefits or have progression. Many of the listed misconceptions suggest physical education is not a serious subject or that physical education teachers are not professionals on the same level as other teachers.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    Misconception about Physical Education

     Physical Education is a rest period between academic classes.


     Anyone can teach physical education; no professional training is needed.
    Physical Education instructors belong on an academic level below other instructors.
     Physical instructors are free – play periods.
     Physical Education processes are designed to give other teachers a free period.
     Physical Education is primarily to relieve tensions build up in other class.
     Physical Education is a “do as a like” class.
     Physical Education does not have the same academic prestige and importance as other class.
     A major in physical education means learning and playing games.
     A women physical education person has to be rough and tough in order to qualify for the profession.
     Physical Education teachers are below average in intelligence.
     A person should go into the physical education profession if he wants to go through college without having work of
    study.
     A Physical Education teacher tosses out ball, blows a whistle now and then. And that is the extend of her teaching.
     To participate well in Physical Education activities means that needs more muscle than intelligence.
     Physical Education is simply calisthenics and athletics.
     Physical Education is not taught by professional people.
     There is no knowledge factor related to Physical Education: therefore we have nothing to contribute to general
    education.
     Children should not fail Physical Education because it plays no part in the total education.
     Only small budget is needed to conduct an effective Physical Education programme.
     Physical Education grades have no academic value.
     No class preparation is needed on the part of physical education teacher.
     Physical Education classes are serve no real purpose; therefore they may be interrupted for assembles.
     Testing and grading in Physical Education are a waste of time, since no intelligence is required.
     Children can play outside the school; therefore physical education is not needed in the curriculum.
     Strength, seed skill, and coordination are innate capacities, If one is “not good” in an activity there is a little hope
    for improvement; therefore continuation in that area will be futile.
     A person is not a good physical education teacher unless he is an exceptional performer in every activity.
     The physical education programme has no progression but is the same thing from year to year.
     Physical Education benefits rarely apply to “out of school” living.
     The purpose of Physical Education teachers is to develop highly skilled performers.
     Intercollegiate athletics are not an essential part of college’s total educational programme.
     Fitness is a state of mind rather than body.
     A Physical Education programme that meets once or twice a week is all a student needs.
     Physical Education teachers should do all the “odd” jobs in the schools, because all they do is play all day.
     Physical Education has no part in our cultural heritage.

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