Robert P. Pangrazi speaks candidly about the many challenges facing today's physical education teachers.

Robert P. Pangrazi has dedicated his career to physical education. He is a professor in the exercise science and physical education department at Arizona State University. Robert is the author of Dynamic Physical Education for Elementary School Children, currently in its Fourteenth Edition. He also co-authored Dynamic Physical Education for Secondary School Students, Fourth Edition with Paul Darst.

BC | What inspired you to focus your research on physical education for elementary and secondary school students?

RP | As a youth, I loved music and sports. When I left for the university, I wasn't sure whether I wanted to major in music or physical education. I met a principal during a school observation and he encouraged me to teach elementary school children. As it worked out, I graduated in elementary education with a major in physical education. I started my teaching career as a 5th grade teacher. Within a couple of years, it was obvious to me that physical education could help teachers see youngsters in a different light. That was the start of my career in physical education. Over time, I realized that educators didn't really understand that children were not little adults and that we had to understand better how they responded to physical activity.

BC | Who has been the biggest influence on your career and why?

RP | It can be difficult to pick one person because many people have strongly influenced my career. However, I will pick two. The first was Dr. Victor Dauer, a professor at Washington State University. I took my first university class from him and later became a co-author on his textbook. His faith in my knowledge and judgment gave me confidence in myself. I shall forever be indebted to Vic for all he shared and taught me. The second person is Chuck Corbin. I was a professor at Arizona State University when he became a member of our faculty in the early 1980s. We had adjacent offices and our doors were always open to each other. The opportunity to interact with Chuck on a regular basis enriched my knowledge and understanding in many areas.

BC | Why should physical education be a necessary part of a young student's overall curriculum?

RP | There are many reasons so I will just list them in short form. I elaborate on these in my book:

1. Childhood obesity is out of control. Schools are continuing to restrict physical activity for kids. Physical education offers the major hope.
2. A quality physical education program leaves children with physical activity skills. These skills are the tools that many adults use to stay active in adulthood.
3. Physical education is the only part of the total school curriculum that focuses on the body. Heads filled with knowledge and housed in unhealthy bodies leave children with the inability to reach their maximum potential.
4. Active children become active adults. Inactivity is the greatest risk factor for heart disease and Type 2 diabetes. It is high time that schools fund physical education to ensure they graduate students with the "sound mind-sound body" paradigm.

BC | What are the challenges facing physical education in today's schools?

RP | The greatest challenge is public apathy toward physical health. Every day one reads in the paper about obesity and related hypo-kinetic diseases. Yet, the public is not clamoring for more physical education. Teachers have been pressured by politicians to raise academic scores, but the silence is deafening when raising activity levels of youth is discussed.

Another challenge is the apathy toward professional organizations. Ninety percent of physical educators never attend professional meetings. Many teachers are still teaching the same things they did 30 years ago. We need to stay abreast of new issues and directions in the profession.

There are many more, but the last one I will mention is marginalization. Physical education teachers have been marginalized because of the great importance placed on academic performance and sport performance. Little emphasis is placed on having the "best" physical education program. Many PE teachers feel that no one cares about them - the end result of marginalization is that it lowers the quality of future teachers. Nobody wants to enter a profession that is not highly respected. In spite of my concern, I must close this question by saying it is still a great part of the educational experience. I would go down this path again if I had the opportunity.

BC | With many schools currently cutting physical education due to budget constraints, what advice would you give students preparing for a career as a physical education instructor?

RP | Follow your passion. Do what you want to do. I disagree with the premise of the question. I think physical education is starting to make a slow comeback. People are becoming concerned about physical activity and education for their children. In my area, one district has an outstanding PE program and some parents enroll their children in this district because of the physical education program. There will always be PE jobs for graduates who excel. Excellence is always rewarded.

BC | Physical education continues to evolve in schools across the country. Please discuss the biggest changes you've seen in your many years as a physical education expert.

RP | The biggest changes have occurred in elementary school physical education. Compared to the rest of the world, we are one of only a few countries that offers quality physical education taught by specialists for K-6 children. Elementary school physical education programs have improved dramatically over the duration of my career. On the flip-side, there has been a demise of high school physical education. We are one of the few countries that do not offer a quality physical education program to all our secondary school students. As few as 5% of high school students are enrolled in daily physical education.

Another change that is occurring in physical education is the focus on physical activity rather than physical fitness. Our goal has to be to increase the activity level of kids rather than focus on physical fitness testing. If kids are active enough, the fitness will take care of itself. Good physical activity habits will lead to good fitness habits as youngsters mature.

BC | Is this why you added an opening chapter in the Fourteenth Edition of Dynamic Physical Education that discusses the "current status of physical education"? What else did you add to or change for the Fourteenth Edition?

RP | Yes, I think many people are unaware of the status of physical education. We have to recognize we have a problem before we can begin to face the problem. Other sections I have added to the Fourteenth Edition are: justifying the physical education program, reflecting on your teaching, step-by-step approaches to management and discipline, greater focus on academic integration, and a better explanation of developmental levels for skill instruction.

BC | Thank you for your time, and congratulations on the Fourteenth Edition.

	Dynamic Physical Education for Elementary School Children, Fourteenth Edition by Robert P. Pangrazi
	Dynamic Physical Education for Secondary School Students, Fourth Edition by Paul Darst and Robert P. Pangrazi