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| This page will contain articles, curriculum, practices pertaining to multiple intelligences within humanity. | | This page will contain articles, curriculum, practices pertaining to multiple intelligences within humanity. |
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| *[[Peace Lab|Return to Peace Lab]] | | *[[Peace Lab|Return to Peace Lab]] |
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| * Ethical/Moral Development [[http://www.livingvalues.net/ LIVING VALUES]] | | * Ethical/Moral Development [[http://www.livingvalues.net/ LIVING VALUES]] |
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| * STRENGTHENING CHARACTER
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| © Kurt A. Krueger
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| Published in the Strategies Journal of the
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| National Association for Sport and Physical Education, March/April 2003
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| Physical educators and coaches are in the best business in the world - developing our youth
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| into totally FIT individuals. As we strengthen their bodies, we can strengthen their character, which
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| in turn will help create a wonderful society
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| Realistically, we have a great deal to overcome. Today, while many children are technical
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| wizards, some of them are deficient physically and/or morally. Many are also dropping out of school
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| at an alarming rate. Teachers get to be “paraparents” – people trained to support parents and to
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| mentor and motivate children, many of whom have so many needs. It’s a good thing we are strong,
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| resilient people of good character because we have to reinforce the character development that goes
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| on outside of school. All too often, we have become the primary providers of values education.
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| The purpose of this article is to offer several ideas, methods and practices for
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| strengthening people’s positive character traits within a physical activity environment in a
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| K-12 and beyond setting.
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| Unlike educators in others disciplines, physical educators interact with and educate all of the
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| students in a school. We teach everyone at every school— from the Limited English Speakers to the
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| Special Ed kids to the Gifted and Talented. A properly formulated program can strengthen the
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| character of an entire school and thus affect the community at large.
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| There are two primary National Standards that relate to character (National Assoc. for Sport
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| and Physical Education - NASPE, 1995). Standard 5 states that “Students demonstrate supportive
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| behavior and refrain from negative behavior when interacting with others in age group appropriate
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| activities.” The character traits promoted by this standard are: caring, kindness, consideration,
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| helpfulness, and responsibility. Standard 6 says that “Students describes and accepts personal
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| performance limitations and those of others.” This standard develops compassion, understanding,
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| and responsibility.
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| The California Demonstration programs in physical education have incorporated social skill
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| development into the curriculum in accordance with the National Standards and State Framework.
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| In fact, “Social Skill Development” is the foundation of the program and is the very first unit. Over a
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| 1
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| two-week period, the character traits of encouragement, courtesy, complimenting, helping, caring,
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| and active listening are introduced through a variety of fun filled activities. Resources for this unit
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| include cooperative games books such as The New Games Book by Farrington and Fluegelman,
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| Right Fielders are People Too by Hichwa and Silver Bullets, Cow Tails and Cobras II by Karl
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| Rohnke. Each class period is concluded with both the teacher and the students assessing the goals of
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| the lesson, its applications, and what they learned from it. Many elements of this unit continue
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| throughout the year.
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| The initial second semester unit is “Trust and Team Building.” It has similar components as
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| the very first unit. Most of the activities in this unit come from Project Adventure activities, such as
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| “Willow-in-the-Wind,” “Trust Falls,” “Trolley;” cooperative and ‘trust’ runs, partner push-ups, etc.
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| This unit develops: cooperation, caring, competency, consideration, courage, dependability, integrity,
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| reliability, and responsibility. An assessment process similar to the first unit is also exercised daily.
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| Here are some steps toward stronger character inclusion into your Physical Education
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| and Athletics program:
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| 1. Accentuate a character trait. (Borba, 1999)
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| Each unit can accentuate one or more character qualities. The Virtues Project: Educator’s
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| Guide (Kavelin-Popov, 2000) offers 52 character traits to choose from: Bravery, Capability, Caring,
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| Cheerfulness, Citizenship, Cleanliness, Commitment, Compassion, Competency, Consideration,
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| Cooperation, Courage, Courteousness, Dependability, Economy, Fairness, Forgiveness, Friendship,
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| Generosity, Goodwill, Hard Work, Helpfulness, Honesty, Initiative, Joyfulness, Kindness, Lawabiding, Loyalty, Moderation, Orderliness, Patience, Patriotism, Perseverance, Politeness, Pride,
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| Promptness, Punctuality, Reliable, Respect, Responsibility, Self-Control, Self-Discipline, SelfReliance, Sportsmanship, Thankfulness, Thrift, Truthfulness, Wisdom. Whenever a student or anyone
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| else does something exhibiting a good character trait, praise her/him personally or in front of the
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| class.
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| EXHIBIT THE QUALITIES YOU WANT. Physical Educators know the truth of the old
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| axiom, “Actions speak louder than words.” You must be the model of the character traits you
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| wish to engender in your students. They will then, more than likely, follow your lead. You must say
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| what you want them to do and show them the good example — “Do as I say AND do.” When we do
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| as I say and do, the following practices will have greater effect in bringing out the character qualities
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| we desire.
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| 2
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| The majority of the population learns visually, bombard your students with visual messages.
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| Have an extra credit or a full class positive poster assignment. Each poster should portray a specific
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| character quality with either a quote or simply the word. These posters should be everywhere-- in
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| the locker room, gym, strength room and other areas of the school. Use molding/framing strips and
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| Plexiglas to frame the posters for display. You can also laminate posters and place them around the
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| track at various intervals. For example, every 110 yard/100 meter mark could feature an
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| encouraging character trait. Similar posters could be placed on fences using ring hooks. Mini
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| posters (8.5” x 11” or 14”) can be taped inside of locker doors. They can be used to cover any
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| markings and reinforce positive qualities – advertise the GOOD.
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| STRENGTH ROOM
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| The associated character traits or qualities exercised in a Strength Room or sports
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| training facility are: ASSERTIVENESS, COMMITMENT, COURAGE, DETERMINATION,
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| DILIGENCE, PERSEVERANCE, AND SELF-DISCIPLINE. An initial information sheet on
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| the strength room unit or a large poster in the sports training room could provide the
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| following information:
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| • Definition of Strength - Muscle power and mental or emotional fortitude are
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| inherent spiritual attributes in every human being.
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| • Definition of Fitness - A fit person is physically and mentally strong and healthy
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| with good stamina/endurance.
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| • Purpose of the Strength Room – True fitness training entails the simultaneous
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| development of strength in the body, mind, and spirit through conscious,
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| concentrated training.
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| • Benefits - When the target heart rate is kept throughout the workout, the benefits
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| are increased muscle tone and strength, and improved efficiency of the heart and
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| lungs. Overall health is improved.
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| Let your equipment work for you. The backboards, balls, hoola-hoops, goals, poly dots,
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| cones, etc. should feature printed or handwritten character traits, quotes or phrases of
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| encouragement. Use bright colors and/or large lettering whenever possible. When you wish for
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| several groups of students to move hoola hoops for a run activity - you could ask students to find to
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| the "courage" hoops and do a partner or a triple group run and/or another activity with it.
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| 3
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| You could refer students to current articles in the local newspaper or magazine that would be
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| of interest to them and/or your current unit and/or that which stimulates a quality character trait
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| exemplified by an athlete. You may also ask them to write a summary; or you could create 5-10
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| questions about the article — create learning sheets/homework assignments from these.
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| If your classes are single grade level as opposed to multi-level, you may wish to design your
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| curriculum so that the same grade classes focus on one character quality at a specific time. This in
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| turn, will infiltrate your entire school, as is done in most character-focused institutions of learning.
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| The halls and bulletin boards could have a poster or saying illustrating the character trait. Music that
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| depicts the trait could be played during Physical Education class and/or during the passing period.
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| 2. Tell the value and meaning of the character quality.
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| It's important to have positive expectations of students as they foster increased positive behavior.
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| Label and point out traits people use in class, "Jose, that was a respectful and caring way you
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| introduced yourself and spoke with our new student. Now Ilya knows that we have quality people to
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| play with at school."
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| Explain each character trait thoroughly. For example, ask, “What is perseverance?” Which
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| of your students know the definitions and reasons for having a specific character trait becomes
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| immediately apparent. Repetition and positive reinforcement are the keys. We must educate them
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| through activities that consistently instill respect, responsibility, encouragement, caring, courtesy,
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| complimenting, helpfulness, and active listening skills.
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| Here are some examples of an initial Social Skills Unit.
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| INTRODUCTIONS/RESPECT: We call people by their name.
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| • Introduce yourself, describe something you like (food, movie, your best personal
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| qualities, hobby), and then do:
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| o Partner stands – front and back. Toss-a-Name/Warp-speed, etc.
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| o Move to new partner… repeat the introductions.
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| o Partner and pod runs – partners run together holding a three foot rope; pods do the
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| run holding a 15-20 foot rope – staggered on each side of the rope.
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| RESPONSIBILITY:
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| • Class Managers are chosen and given responsibilities for recording who is present, tardy
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| and dressed properly (I daily check their work).
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| 4
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| • Stretch Leaders also lead warm-up runs, stretches/etc. Others share this responsibility
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| every three to four weeks – or you could change the stretch leaders daily rotating around
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| the class. As you alter pod composition with each unit, you can repeat introductions and
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| unique characteristics.
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| • How May I Help You Crew (about 4-6 students)– bring out the equipment and set up the
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| room/field. They, like the Class Managers and Stretch Leaders, are periodically rotated,
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| so that by the end of the semester/year everyone gets to demonstrate their responsible
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| qualities.
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| ACTIVE LISTENING SKILLS
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| • Shoulders square to the speaker.
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| • Eye contact on the speaker.
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| • Quiet Listener - Mouth closed, breathing though the nose.
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| • Raise your hand and wait for acknowledgement to answer or ask a question.
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| CHARACTER TRAITS
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| CARING (Kavelin-Popov, 2000, p.137) -
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| “WHAT IS CARING? CARING IS GIVING LOVE AND ATTENTION TO
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| PEOPLE AND THINGS THAT MATTER TO YOU. When you care about people, you help
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| them. When you do a careful job, you give it your very best effort. You treat people and
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| things gently and respectfully, as you would like to be treated if you were they.
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| “WHY PRACTICE CARING? Without caring, nothing and no one matters. If
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| someone is hurt or sick, no one will help him or her. When people have an "I don't care"
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| attitude, they do sloppy or incomplete work. Things break and people get hurt. Caring
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| people help others feel less alone. Because they care, others trust them. Caring makes the
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| world a better and safer place to live.
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| “HOW DO YOU PRACTICE CARING? You care for others when you show love
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| and concern by doing kind things for them. Ask them how they are and what they think.
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| When they are sad, ask, "How may I help?" You handle things with control and gentleness.
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| You give your best to everything you do. When you take care of yourself, you treat your
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| body with respect. You keep yourself clean and healthy. You take care of your needs.”
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| 3. Teach what the trait looks and sounds like. Speak the Language of the Virtues.
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| Language can either empower or discourage. Self-esteem is built by praising virtuous
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| actions. When shaming, blaming language is replaced by focusing on whatever character quality is
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| 5
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| needed in a situation, true character development is fostered. It is applied either when
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| acknowledging or correcting. If you fill a school with words like lazy, stupid and bad, that is the
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| behavior that follows, but if you use words such as courage, helpfulness, and flexibility, you are
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| modeling and empowering those behaviors.
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| ❖ Ask students to model an example of a necessary trait for your current unit or sport.
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| ❖ Post and refer to John Wooden's Pyramid for Success(Wooden, website). Just some of the
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| personal virtues listed that are imperative for success in sports and life: reliable, sincere,
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| adaptable, patient, integrity, cooperative, and loyal.
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| ❖ Assign or refer to movies that inspire positive character development: Remember the Titans,
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| Chariots of Fire, Breaking Away, Rudy, American Flyer, Hoop Dreams, Hoosiers, Jim
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| Thorpe, etc. Ask students to write their impressions of the various character traits exhibited –
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| those that bring success and that make a good friend.
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| ❖ During just about any unit, play music that shares the traits you are fostering. Some
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| examples are: “RESPECT” – Aretha Franklin; “Circle of Life” - Elton John; “With a Little
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| Help from My Friends” - The Beatles; “Conviction of the Heart” - Kenny Loggins; “Hero” –
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| Mariah Carey; “The Rose” – Bette Midler. You could assign an extra credit for students to
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| find music that expresses positive character traits.
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| 4. Provide Opportunities to Practice the Trait. It takes a minimum of 21 days for a trait to be
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| acquired - usually six weeks.
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| ❖ Each unit and activity has a part that will illustrate a positive character trait. Provide a
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| question or activity that shows the particular trait you are emphasizing for each unit. Make it
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| is visible daily - on each handout or your white board, etc.
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| ❖ Assign homework, which reinforces a character trait- directly or indirectly.
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| ❖ On a daily or bi-weekly basis, assign logs for noting the practice of virtues.
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| ❖ Videotape and show the students themselves as they practice the traits.
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| 5. Provide effective feedback.
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| ❖ Catch positive behaviors and point them out to the class at the time.
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| ❖ Peer Pressure works BOTH WAYS.
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| ❖ Use constructive criticism. Embrace the conflicts and difficulties that happen each day, use
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| them as teachable moments, ask the students frequently to put words to what they have
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| learned. “What did we learn today when Mika fell off the climbing equipment? What might
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| we say/do differently next time?”
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| 6
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| ❖ Positively point out aberrant behavior and rephrase the behavior into a way to live with a
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| quality character. “How can Tyrone act better in his group? How might we help him show
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| more respect? How may he help himself improve?”
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| Conclusion
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| An entire program and whole school atmosphere is transformed with a focus on character
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| inclusion. Out of the 73 middle schools in the Los Angeles Unified School District, our school is
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| one of only two that has no police officers on campus. This is at an ethnically diverse school where
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| 83% of the students are on the Federal Lunch Program!
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| The physical education department at our school has focused on character development since
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| 1996. Time has proven that more students have easier time learning and teachers have an easier time
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| teaching since we included character education into our program. Students learn positive
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| characteristics that make them feel and act more conscientiously. This translates into the
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| simultaneous and long-term improvement of our society overall.
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| With the proper modeling of desired character traits and with a consistent focus on character
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| development, we have begun to transform our school and community into a much better place to live
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| and work. All this while having fun in physical activity! Just imagine what it would be like to have
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| all students turning into kind, considerate, responsible, respectful, and ACTIVE citizens. Let’s go
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| for it — Just Do It!!!
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| References:
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| 1. NASPE, Mosby: (1995). Moving Into the Future: National Physical Education Standards: A
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| Guide to and Assessment, St. Louis, MO.
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| 2. Borba, Michele, (1999).“Steps Toward Strong Character in Students,” Today’s Catholic
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| Teacher, April, p. 44-47.
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| 3. Kavelin-Popov, Linda, (2000) Virtues Project: Educators Guide. Simple Ways to Create a
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| Culture of Character, Torrance, CA, Jalmar Press, p. 134 & 137.
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| 4. Wooden, John, Pyramid of Success - www.coachwooden.com.
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| Recommended websites: http://www.livingvalues.net/ - UNESCO sponsors this program – it has
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| over 90% decrease of violence a UNESCO sponsored refugee camp; www.character.org - a clearing
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| house on character education; www.virtuesproject.com - international and eclectic in scope; http://
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| 7
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| www.character counts.org - most known program nationally; http://www.communityvirtues.com -
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| decent ideas for communities; http://www.positivecoaching.org - great for coaches and athletics.
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| Kurt A. Krueger has been described as a fitness futurist. The Director of the Institute of Sports
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| Psychology is a noted expert in Peak Performance Training. He has presented Success Systems for
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| leading national and international corporations/conferences, and Winning Ways to elite athletes/
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| coaches. His bestselling book series, WINNING WAYS FOR LIVING is also available on Audible.
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| He also produced a high technology WINNING WAYS SYNCHRONICITY SOUNDTRACK.
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| Mr. Krueger helped design, implement, and teach a “New PE” program at Van Nuys Middle School
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| which was awarded the 2005 Outstanding Program of the Year for California. Kurt has served as a
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| faculty member at a California State University in Psychology and Physical Education and taught the
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| Social Sciences and Physical Education at the secondary level in Los Angeles Unified School
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| District since 1969. Mr. Krueger has been interviewed on Network television/radio worldwide.
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| Success S ystems I nternational
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| 11923 West Trail
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| Kagel Canyon, CA 91342
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