Pe Program In The 1950's

During the 1950s the PE program was based on traditional programs which included movement exploration, rhythm and dance, games, sports skills, sports activities, stunts, tumbling, and swimming. The structure in PE changed dramatically with the increase interest in PE and more emphasis where put into place for schools to implement positive PE programs. By 1963, eight states required students to participate in PE programs daily. However, by 1965, a slowdown occurred in which schools wanted students to focus more on academic subjects more so than PE programs.

In 1972 the Elementary School Physical Education Commission and the Task Force on Children’s Dance co-sponsored the National Conference on Professional Preparation of the Elementary

Specialist. The conference was held to observe children’s need for movement, aesthetics, and rhythmical experiences. The conference also focused on dance in the PE setting, examined guidelines, and recommendation that would be beneficial for the PE setting. The conference did not provide professional preparation but did focus on curricular matters and the importance for the future of PE when it came to qualified and knowledgeable educators. Going forward, teachers needed to be trained and to provide students the best chance for success in the PE setting.
During the 1980s, PE programs began to gain interest once again. During this time students that showed differing abilities and aptitudes where offered opportunities to participate in PE no matter the ability levels a student was currently at. During the Elementary PE programs, teachers focused on human movement, growth and development, and learning theories. The PE teachers also worked with the classroom teachers to provide programs that can be used as cross curriculum for the students. This may provide interest levels to go up in by PE classes and general education classrooms. While in previous years, the 1981 school year showed that PE should be considered a necessity for Elementary students. The year also brought about an important student provided by federal legislation. Lumpkin (1985) states, “The 1981 statement added that class size should be consistent with those of other subject areas and that federal legislation protecting the rights of students should be incorporated into program philosophy.” This statement shows the importance of PE programs and the participation by students can have a major impact on other subjects, building relationships, and help with behavioral issues throughout the school day (Lumpkin, 1985).