You remember the drill: the two best athletes in the class are appointed team captains and directed to choose teams. The best athletes are chosen first, then the most popular kids, and then—well, whoever’s left. This was a typical physical education experience for many of us.

“When children are picked last, it makes them feel like losers,” says Cathrine Himberg, a CSU, Chico physical education professor. “You wouldn’t do that in any other subject. But, for some reason, it just seems to be okay in P.E. Well, it is not okay.”

Himberg has decided to do something about this and other harmful practices in physical education by forming an organization called CASPER (Concerned Adults and Students for Physical Education Reform). For several years, Himberg talked with people, from the elderly to the very young, about their physical education experiences. She heard repeated tales of the humiliation of P.E., whether it was being picked last for a game or failing fitness tests while everyone watched. These experiences remain with people for a lifetime. “I see tears in their eyes,” says Himberg. “I can see that it has hurt them.”

Himberg, the parent of a sixth grader, recognized how having a child affected her evaluation of the educational system. “You look at them, and you don’t ever want anything to hurt them,” she says. Although her son, Joakim, does well in P.E., she could see that some of his friends were having a tough time. She heard her colleagues discussing possible improvements, but when Himberg looked at her son’s physical education experiences, she realized that many teachers were still using inappropriate practices.

After sitting in on a discussion of dodgeball at the 1998 American Alliance for Health, Physical Education, Recreation and Dance Conference, Himberg talked with her son and his friend about P.E. “The boys and I came up with the CASPER name and slogan that night,” she says. CASPER is a nonprofit, grassroots advocacy group working to eliminate four inappropriate practices—“captains” picking teams, elimination games, exercise as punishment, and fitness testing “in the spotlight.”

Himberg asked Gayle Hutchinson, a colleague in the P.E. department and a longtime physical education teacher-educator, to join her in working on CASPER. Hutchinson has a strong commitment to appropriate practices and community involvement. Her interest in professional development of teachers and her commitment to developmentally appropriate education for kids have driven her work with the Chico Unified School District over the past fifteen years.

Hutchinson has conducted in-service workshops for teachers; worked on Healthy Kids 2000, a comprehensive wellness program for elementary schools; and, as the principal investigator, co-directs the Northern California Physical Education Health Project. This professional development project funds a two-week summer institute in physical education for interested teachers. CASPER seemed an appropriate and exciting next step.

CASPER is working to replace inappropriate physical education practices with developmentally appropriate, inclusive activities. In elimination games such as dodgeball, the students who need the most skill practice get the least because they are out of the game quickly. Himberg points out that it is easy to change these games to be more inclusive, so no one is permanently out of the game. For example, a student who is out could do something else to get back into the game, like collect five high-fives from other students.

Students learn skills by practicing them. When students wait for turns, they are not developing skills. “Compare that to a math class,” says Himberg. “You’re having the whole class do problems, but you only have two pencils. If you want to teach skills, you’ve got to have equipment for every child, and every child has to be involved the whole time.”

Inclusiveness is an important part of CASPER’s message.

All children should be able to participate in developmentally appropriate activities. If there isn’t enough equipment, teachers can structure a variety of related activities so children are not waiting around.

Himberg emphasizes that the negative experiences do not reflect any negative intent on the part of teachers. Hutchinson concurs, describing teachers as “some of the most extraordinary, resourceful, resilient, creative, caring people I know.” CASPER’s membership has a high proportion of teachers. Unfortunately, teachers have many constraints on their time and activities. Elementary schools often treat P.E. as a very low priority item. In times of budget cuts, P.E teacher positions are eliminated, and classroom teachers with little or no P.E. training become responsible for physical education. What often results is some sort of semi-organized competitive sport or game during recess. But organized recess is not physical education.

Physical education includes skill and movement development. “Instead of learning the game of basketball, we would focus on the skill of what it means to dribble,” notes Hutchinson. Another concept is how we move in relationship to another person. “These are all valuable skills for how we carry ourselves through life,” she adds.

Himberg believes “physical education should be about encouraging every single student to become active for life.” Being active throughout life promotes good health, and without good health, a person’s other skills may be difficult to use. The Centers for Disease Control remind adults of the importance of exercise to promote good health, yet many people don’t exercise at all. Himberg believes this sedentary lifestyle starts in elementary school P.E. classes.

Since its inception in March 1999, CASPER has garnered regional and national media attention. Himberg was quoted in a front-page article in the San Francisco Chronicle last November titled “New World of P.E. Classes,” which describes the new attitude in physical education. And all this is more than just talk: the state of California has developed its first P.E. standards for school districts, which will measure students on their movement skills, social interaction, and self-image.

While Hutchinson and Himberg have worked primarily with teachers and administrators in the past, CASPER is open to everyone. The exciting part is when parents, kids, and teachers “come together in a positive way to help promote change in a system, to get something that is culturally embedded in school to change,” she says.

Hutchinson is confident that CASPER will continue to grow. Still in its initial stage, the organization is disseminating information and providing a way for teachers, parents, and kids to share ideas and experiences. During the fall 1999 semester, local CASPER members contacted the area’s PTA organizations to seek support for their efforts. “The next step will be to start putting together professional development models and even school programs,” says Hutchinson.

To be effective, CASPER needs support for its concepts and financial support. Himberg is writing grant proposals, forming an advisory board, and seeking sponsors for the nonprofit organization. She hopes to see CASPER evolve into a nationwide effort that will lead to a healthier, more active population.

Visit CASPER’s Web site, www.helpcasper.org, for examples of inappropriate practices and ways to encourage schools to end them; a teacher and school recognition program; and links to other resources. Also, check out PE Central at pe.central.vt.edu. It offers information about developmentally appropriate physical education programs. Himberg is talking with PE Central about a collaboration effort with CASPER. The old drill may be changing, thanks to a new awareness created by organizations like CASPER.

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