Physical education history in the U.S. can be traced to the 19th century when gymnastics was introduced to the U.S. As one historian notes, ôInterest in the new system led to a movement to have compulsory physical training in American public schoolsö (Physical, 2002, 1). Eventually physical education became a requirement of most middle and high school curricula. During the 20th century promoting skills development among students that focused on strength, speed, and agility. Competition was often involved in physical education classes that included most typically a mixture of formal exercises, sports and contests. Climbing a rope and running were common activities.
Many students failed to gain interest in physical education classes because those who were not the fastest or strongest often failed. From self-esteem issues to exclusion based on groups of athletic-types versus non-athletic types, such approaches fostered a resentment of physical education programs among many students and adults with scars from being humiliated in gym class. The focus on athletic skills left out many students. Many of the non-athletic children are now legislators and school board members who underestimate the value of physical education. During the late 20th century, tighter budgets and a focus on technology and academics witnessed a decline in physical education in the curricula of many middle and high schools in the U.S. According to one Surgeon GeneralÆs report, ôthe number of kids taking daily PE has plummeted from 42% to 25% from 1991 to 1995 aloneö (Encouraging, 2003, 27).
The change in philosophy with respect to the value of PE has recently been challenged by the physical education and health communities. Many point to traditional philosophies, values and methodologies inherent in physical education programs as being the source of diminishing respect for the value of physical education. As veteran physical education teacher at K...