ew behaviors and identities, and experiencing physiological changes. Thus they are a diverse population and must be treated as such (Benson, 1982, p. 75).
Benson agrees that the traditional organizational patterns of instruction may not provide the flexibility needed for an effective learning environment for this group, and alternatives must be explored. The author also points out that there is a lack of focus and information regarding the development of a unique middle school physical education program. In fact it has been stated that current programs are nothing more than watered down secondary programs, developed around a traditional athletic model, and that these programs are fragmented and referred to as "chance programs" (p. 75).
The students are placed in this environment and it is hoped that by chance, some learning will occur. Students are exposed to as many activities as possible, without the effort to teach them any significant level of skill. The hope is that they will gain some understanding of sports and activities, and when they mature, they will have the background to peruse their interests further. Sex and grade level, is the basis of organization for this group, which does not allow for the distinct differences between the mature and the immature for each age, which results in great difficulties in the gymnasium (Benson, p. 76).
One goal that is common for physical education programs is to assist the student, to the point of having the skills, knowledge, and desire to participate in sports and games for the rest of their lives. Research does not support the notion however, that exposure to participation in sports during middle school, will result in this particular adult activity selection. It is also noted that short exposure (occurring in middle school physical education) to many activities only allows enough time to perceive limited ability and does not allow for successful skill development. ...