Children are not miniature adults and they differ as much physically as they do cognitively. Physical educators need to be aware of the developmental differences and how the physiological and cognitive capabilities change with maturation. Creating appropriate learning experiences (physically and cognitively) will positively influence the development of the body systems and the brain. As adults, we often attempt to teach concepts that we have learned as adults to students that have not yet developed a foundation of knowledge or experiences that would support this learning. We must realize that the human brain is not fully developed until late adolescence or early adulthood. When we revisit the phases of cognitive development, we are reminded of the fundamental differences that exist in each of the phases of cognitive development.
There are four different phases (Sensimotor, Preoperational, Concrete, & Formal Operations) to cognitive development that have been identified by Jean Piaget, a developmental biologist who observed and recorded the intellectual abilities of infants, children and adolescents. Since we are focused on K-12 education we will focus on the later of the three phases. These stages are important to developing an understanding of the various concepts that are embedded within physical education. We will use the concept of Rate of Perceived Exertion (RPE) when examining the process of cognitive development. First, we must take into consideration what the purpose of the RPE scale is.
RPE is a graded numeric scale that represents the level of intensity that an individual is working at. This scale can be used as a method to provide feedback to the person performing the work load or an observer. While the RPE scale seems to be a very logical method to identifying a perceived rate of exertion, it requires abstract thinking on the behalf of user. Abstract thinking is a cognitive ability that may not developed until adolescence.
At the Preoperational Phase (approximately 2-7 years of age) students have the tendency to take information and alter it to fit his/her individual perspective—the way that he/she feels things should be. Developing an understanding of the basic concepts of RPE (the physiological effects a student will experience when engaging in movement activities) will serve as a strong foundation for future cognitive phases. Creating experiential learning opportunities during the preoperational phase will allow the student to learn and apply these concepts. Physical educators should engage students in physical activities that allow them to experience a variety of physiological changes. Through these experiences, students will develop the vocabulary that is necessary to use the RPE scale.
The next stage that students enter is the Concrete Phase (approximately 1st grade to early adolescence). Within this stage, students are beginning to think rationally about concrete or observable events. Prior to this stage, students were engaged in experiential learning opportunities to identify the interrelationship between movement, physical activity and the physiological changes. Within the concrete phase, students should be provided with the opportunity to construct their own knowledge through asking questions or explaining the concept to you. In contrast, the RPE scale causes students to disassociate from their personal experiences because they are provided with a subjective description of different intensity levels or work loads. Physical educators should use charts to display the similarities or differences that exist among different physical activities and/or among students. These opportunities allow students to manipulate the information and make associations and connections.
The final phase of cognitive development, Formal Operations, is reached during adolescence. However, some individuals may not reach their full developmental potential until early adulthood. This phase allows students to begin using their knowledge to predict physiological changes that may occur. In addition, students are now able to translate these changes into estimations of how hard they are working. Although the Formal Operations phase indicates that students have the cognitive abilities to make the association between the physiological experiences and the RPE scale, it is not developmentally appropriate for this stage. The RPE scale was created for use in research utilizing adults that have had a significant number of “physical” experiences. The ability to discern 20 different levels of intensity, as originally created, or the current 10 levels of intensity, requires an individual to be highly aware of the slightest physiological changes that are occurring in the body as a result in change in environment or work load.
When working with adolescent students that are beginning to understand the physiological changes that are occurring in the body during physical activity or exercise, physical educators should focus on a scale of 1-5. The Rate of Perceived Challenge (RPC) has been created with the developmental level and experiences of an adolescent in mind. In addition, the scale is not limited to the constraints of activities that are cardiovascular in nature. By looking at activities or exercises that address both skill and health-related fitness, we are able to better serve the students in developing an understanding of the physiological changes that occur in the body.
The Rate of Perceived Challenge is an instructional tool that supports the development of independent learners. Physical educators assist students in their understanding of the five levels of challenge:
5. Maximal/ Red Zone: This movement/activity is extremely challenging. You are participating at a maximal level and are only able to maintain proper alignment, mechanics, and/or heart rate for a short amount of time.
4. Vigorous/ Yellow Zone: You have chosen to participate at a level that is vigorously challenging; however, you are still able to maintain proper alignment, mechanics, and/or heart rate for most of the movement/activity time.
3. Intermediate/ Green Zone: You have chosen to participate at an intermediate level where movement/activity is challenging. You are becoming proficient in the movement/activity and are able to maintain proper alignment, mechanics, and/or heart rate throughout the duration of the movement/ activity.
2. Moderate/ Blue Zone: Kick it up a level! You have chosen to participate at a level that is only moderately challenging. You have attained proficiency and with little effort, you are able to maintain proper alignment, mechanics, and/or heart rate throughout the duration of the movement/activity. You must continue to challenge yourself to achieve results.
1. Minimal/ White Zone: This movement/activity provides little or no challenge. You have mastered the movement/activity and are participating at a minimal level. Best results are experienced through engagement in moderate to vigorous movement/activity. Remember, improvement is achieved through the use of the overload principle.
Students are encouraged to work between the levels of 2-4 and recognize the inherent danger and dysfunction that may arise when working at level 5.
By relating the levels of challenge to their own personal fitness levels, students will be empowered to control their activity levels and develop at a rate that is safe and effective in relation to their personal physical development. The individualized nature of the RPC allows for the student to safely and effectively monitor the amount of intensity (challenge) that they are placing upon their bodies during all types of training or activity. For example, the RPC can be adopted in a flexibility training regimen that requires the student to statically stretch a muscle or group of muscles moderately, but not vigorously. By using the RPC, you are providing your students with a personalized reference system that develops cognitive skills when determining individual levels of participation and thus, adds to the creation of physical literacy.