This document summarizes a literature review that proposes a plan to reform physical education by moving it from "Easy Street" characteristics to being more meaningful. It outlines the development of PE over 30 years and describes "Easy Street" PE as introducing many short activities without actual practice or experience. The significance is that this proposal adds to successful PE development by providing steps to move from "busy, happy, good" PE to meaningful PE. It then lists numerous possible solutions across different categories like location, curb appeal, resale value, features, square footage and price range to enact this change. The conclusions question why teachers and principals would want to make this change and barriers to implementation. It calls for professional development, community involvement, and using

1. Bulger, S. & Housner, L.D. (2009). Relocating
from “Easy Street”: A plan for reform in
physical education. Quest, 61, 442-469.
Kathleen Wack and Annie Machamer

2. Instant Activity /
Learning Activator / Hook
You have three minutes to build your dream
house using the materials that you are given.

3. Purpose of paper
• Type: Literature Review
• Purpose: “To consider what it will take to move
where physical education is better positioned to
make a difference in the lives of children and their
families”. (pg. 444)

4. Background
• Development of PE over
30 years
– NASPE Standards
– Large Scale
Programmatic and
Professional
development
– Pedagogical Strategies
• Sport Ed, TGFU, H-R PE,
Adventure/Outdoor PE,
etc.
• “Easy Street” Physical
Education
Characteristics:
– Introducing
• Short experiences of many
activities
• Hoping student will find niche
– Informing
• Brief explanations of why
physical activity/health are
important
• But no actual practice and self
experience
– Entertaining
• Busy, happy, good

5. Significance
• Proposal: “The problem
is a complex one and as
such requires a
multidimensional
approach making
substantive and
meaningful change in
school physical
education”. (pg. 442)
• Adds to the successful
development of
physical education
– Providing a breakdown
of moving from busy,
happy, good pe to
meaningful pe.
– What steps should be
followed/considered

6. Methods/Analysis
• Offer a number of possible solutions that
could make change
– Location
– Curb appeal
– Resale value
– Up-to-date features
– Square footage
– Price range

7. Findings

8. Location
• Adhere to new standards for
beginning and advanced teacher
preparation emphasizing community
involvement
• Provide leadership in county and
school wellness policy committees

9. Curb Appeal
• Increase expectations for preservice
physical educators to develop Sport, Physical
Activity, and Fitness Education Specialists
(SPAFES)
• Establish greater commitment from PETE
faculty regarding the scholarship of
engagement in communities and schools

10. Resale Value
• Collaborate with other professionals to
extend team and individual sport
opportunities for all community members
• Reconceptualize the PE curriculum to
incorporate “cool” alternatives that are more
personally meaningful to students

11. Up-to-date Features
• Develop standards-based curricula
• Conduct regular audits of school PE programs
• Provide regular and systematic PD for teachers
• Encourage greater involvement in professional
organizations and events

12. Square Footage
• Embrace CSPAP
• Focus limited resources on early childhood movement
education experiences
• Explore the use of web-based PA promotion and
associated technologies
• Implement more selective admissions processes in PETE
programs
• Free curricular space in PETE by using competency-based
assessment and integrated disciplinary studies

13. Price Range
• Minimize costs through collaboration,
use of existent organizational, structures
and public policy

14. Conclusions
• “Why would below average and average
teachers want to work harder to make
this move a reality?” (pg.463)
• “Why would principals want to hold pe
accountable for a challenging learning
environment?” (pg. 463)

15. Barriers

18. Conclusions
• State legislation enforcing policy
• Asked to move from “Easy Street” or risk
foreclosure.
• What if this doesn’t work?
– Outreach
– Community involvement
– CSPAP

20. Call to Action
– Professional development is possible even with
limited resources
• Use community, other teachers, PETE faculty
– Professional development
• challenging and developing their content
• If not participating, they are not fit to teach up to
date/meaningful pe

22. What We Learned
*Professional development holds a great
importance
*Use all your resources and support (CSPAP)

23. Questions?
• What is an example of “Easy Street” that you
have seen or used, and what was the
outcome?
• How does this relate to other articles we have
discussed?
• Comments/Concerns?