Elective Model
High School PE
Can also be done in Middle School
• Q & A:
What were some of your experiences regarding elective/choice
programs?
Power of Choice
 Students near-universally respond
favorably to being offered a choice of
activity.

If ultimately, students choose activities as
adults, why not allow them that same
choice in high school so they may be
prepared when that day comes.
 If you teach in high school, I consider
student choice a MANDATE!
Giving Students the Choice
- Methods for providing choice
1.
Registration - Students register for more
than just generic “physical education.”
This requires cooperation between the
PE department and the guidance dept.


Register for individual courses such as
tennis.
Register for groups of related activities such
as 1) racket sports, 2) group exercise,
3) non-traditional, 4) adventure, 5) fitness,
6) outdoor activities, 7) invasion, 8)
aquatics, 9) dance
 Activities with group categories:









1) racket sports - tennis, badminton, pickleball
(volleyball)…
2) group exercise – yoga, aerobics, tae bo, pilates
(personal defense)…
3) non-traditional –yard games, officiating, archery,
fencing, (wrestling)…
4) adventure – low/high ropes, ground initiatives …
5) fitness – weight room, fitness testing, at-home…
6) outdoor activities - canoeing, fly fishing, biking,
orienteering
7) invasion – ultimate, football, soccer…(MANY)
8) aquatics – basic swim, lifeguarding
9) dance – swing, big band, social…
 Can modify once teaching (make your own)
Giving Students the Choice
- Methods for providing choice
2.
Intra-class choice - Students within one
period taught by multiple PE teachers are
offered choices. For example, if one
teacher offers a unit on tennis and another
offers a unit on swimming, students are
able to choose between them.

Students select individual activities (tennis,
yoga, etc) or groups of activities (racket
sports, dance, invasion games, etc).
Giving Students the Choice
- Methods for providing choice
2.
Intra-class choice –
 Difficulties with this approach:

Creating progressions in the curriculum
 What if a golf unit is comprised of students who
have taken it before and others not?
 Two choices: either don’t allow or label classes
beginner, intermediate, or advanced. If a student
has already taken the beginner course, their only
next choice is the intermediate one. This may not
always be feasible
Giving Students the Choice
- Methods for providing choice
2.
Intra-class choice –
 Difficulties with this approach:


Record keeping (attendance, grades) for students not
registered to the teacher.

How overcome this?
The large number of student names teachers must
learn
Giving Students the Choice
- Methods for providing choice
3.
Specialized Classes – Classes for students
who have fulfilled their PE requirements for
graduation. Similar to option 1.
1.
2.
http://www.brownsburg.k12.in.us/Curriculum/Se
condary/PE/
http://www.brownsburg.k12.in.us/Curriculum/Se
condary/PE/
Giving Students the Choice
- Methods for providing choice
3.
Specialized Classes – continued
1.
2.
3.
4.
http://www.elmhurst.fwcs.k12.in.us/Information/
CourseSelection/physical_education.html
http://www.mcpasd.k12.wi.us/mhs/staff/healthp
hyeddept.cfm
Walled Lake, MI
Cheshire, CT
Suggestions
 Regardless of the method used to give students choice,
require students acquire a diversity of experiences.
Otherwise they may only elect activities in which they
are already proficient. To accomplish this, create
guidelines. For example:


Students must pass a unit if 6 of the 9 content areas listed:
 1) racket sports, 2) group exercise, 3) non-traditional, 4)
adventure, 5) fitness, 6) outdoor activities, 7) invasion, 8)
aquatics, 9) dance
 You may simplify this list or add more specific requirements
such as two units of aquatics
Or require all students complete 5 specified courses or
activity units (CPR/First Aid, Aquatics, Fitness for Life, etc).
Suggestions
 Student input - Distribute a survey the
first day of class to gauge student
interest in activities.

List all of the possible activities and have
students rank or place #’s alongside their
preferences.
Suggestions
 PE teachers must engage in continual
professional development to acquire the
skill to teach “most” units


Sample list of activities
Part of being a “professional” is learning
new materials to meet the needs of
students. This includes activities which
have yet to be invented.
Remember
 If you are truly committed to fostering
lifetime physical activity, you will
implement this model in high school; I
challenge you.