A Philosophy on Fitness Essay

This essay has a total of 2061 words and 8 pages.


A Philosophy on Fitness




Webster’s Dictionary defines physical as “concerned or preoccupied with the body and its’
needs” and defines activity as “the state or quality of producing or involving movement.”
I agree with Mr. Webster’s definitions. I see physical activity as doing some kind of
movement in order to assist in improving or maintaining a body’s level of health. By
maintaining or improving that level of health, physical activity also plays a big role in
a person’s “quality of life”. How happy or complete a person feels many times depends
upon, how their body looks, how they are feeling inside, or how fit they feel. This is
where I see the physical educator stepping into the picture. As a physical education
teacher, you need to be able to instill the meaning and importance of being physically
active. In her book, Lumpkin defines physical education as “a process through which an
individual obtains optimal physical, mental, and social skills and fitness through
physical activity”. Not only do teachers need to impress upon the students the effects
activity can have on their lives physically, but also mentally, and socially.

For as long as I can remember, I have always been physically active in some way, shape, or
form. When I was five I was enrolled in dance classes, both ballet, tap and eventually
jazz/modern dance. It grew to be something I loved to do. I was also beginning to develop
a love for softball, which I played competitively until I graduated from high school. At
the age of ten, I became captivated with basketball. I played on the school teams until
the ninth grade, but I still enjoy playing for fun. Field hockey became the greatest
sport known to me when I reached ninth grade, and I still think it is the best sport to
this day. All these sporting activities, plus the walks and bike rides in the woods I
love to take when I am at home, helped to develop my love and passion for physical
education. Without realizing it, physical education had become the biggest part of my
life. I think the positive experiences that I had in the past are the biggest reason I am
pursuing a career in physical education.

When I began thinking about starting college and choosing a career, I wanted to find a
field that uses the abilities that I possess. At first I thought mainly about the classes
I got the best grades in during high school. I had myself convinced that I would love to
enter the chemistry field since I was one of the few in my class who were able to
understand what was being taught. After my first semester here, I realized I had made a
big mistake and I began doing a lot of soul searching. I dropped my chemistry major
because I did not find it enjoyable. I tried to think of something that I had a passion
for and had the ability to do. Then someone asked if I had ever considered being a
teacher. That is when it clicked. I loved to teach! I had the most fun teaching my
brother and sister how to play basketball and field hockey, so why not make a career out
of it. I feel that I have enough skill to teach others, and the athletic ability may not
be on a grand scale, but it is enough to be a good physical education teacher. Physical
education doesn’t just involve the activities and sports, but it also involves the science
of movement and the makeup of the human body. I remember my high school health class
always being one of my favorite and most interesting, so I know that teaching could be
just the same.

Another reason I choose the physical education field was because of the role models I have
been surrounded by in my life. My father, for one, had an amazing love for sports and he
passed his love down to me. We would spend many nights watching baseball games or
football games on the television together. He was always willing to answer the endless
number of questions I had. He also encouraged me in every way to participate in the
sports and activities that I loved, as long as they were fun for me. As I got older, and
the competition became more serious for me in field hockey, he became my number one fan.
Before every game he would say these words to me, “Good luck, play hard, and have fun”.
With just that simple phrase, I knew that he and my mother were my supporters, my
encouragers, and my biggest fans. My elementary and high school gym teachers, Mrs. Cline
and Mr. Cutchall, were amazing individuals who, when I look back now, lived for teaching
their students the importance of physical activity and how to push themselves to be their
best. Their examples and the impressions they made on me as my teachers, definitely had
an influence on my decision to study physical education. Even now the professors I have
make it obvious to me that their main goal is to make their students better people;
physically, mentally, and socially. Seeing their work makes me crave to be able to do the
same for my students.

I also chose a career in physical education because it is easy to see the benefits and
outcomes of what you teach your students. As a teacher, not only can you see the results
of your work through what the students do while they are playing, but also in their
actions elsewhere. Children learn so much just from playing a simple game of softball.
Lumpkin discusses these benefits or outcomes in her book, where she calls them objectives.
She looks at three main objectives: Affective, Cognitive, and Psychomotor. I will also
discuss a physical objective. These objectives are what we should see our students
learning from our teachings as an educator.

I think that the four developmental objectives are all very important, but if I have to
place an order to them, the affective would be listed as number one. As a teacher, I
think one big part of our job is to motivate the students and to encourage them. Being
able to be the encourager while a student is up to bat or running the bases in a softball
game, is a simple thing to do. Those simple attempts to raise a student’s self-esteem, is
probably one of the most satisfying for the teacher and the most beneficial for the
student. Not only will they carry their motivation and high self-esteem in the gym class,
but also in the other things they do throughout their life.

Secondly, I would list the cognitive objective. I think that cognitive development is a
must. If the student is not able to have an understanding of what the activity is that
they are performing, then why should they bother? What good is it if the student is made
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