In response to "Physical education mandates need muscle behind them" (Jan. 31), it is important to define some terms. The National Association for Sport and Physical Education, which oversees physical education standards, defines a "physically educated person" as follows:

1. Has learned skills necessary to perform a variety of physical activities;

2. Is physically fit;

3. Participates regularly in physical activity;

4. Knows the implication of and benefit from involvement in physical activities; and

5. Values physical activity and its contribution to a healthful lifestyle.

New York state learning standards for physical education are "clear statements of what a student should know and be able to do as a result of a quality physical education experience in related subject of content area."

• Personal Health and Fitness:

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

• Safe, Healthy Environment:

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

• Resource Management:

Students will understand and be able to manage their personal and community resources.

Many factors have contributed to the decrease in "vigorous activity" in children over the years:

• In today's society, parents are unwilling to let children play outside unsupervised. The days of "We're going to the park to play, mom" are long gone. Thus we don't see the neighborhood games of baseball, football, kickball that we used to.

• Parents do things for their children, but not necessarily with them. Thus, dad picks up Johnny from soccer while mom takes Gina to swimming lessons.

This syndrome is often referred to as "organized youth programs." Many inner-city parents cannot afford these programs.

• The changes in technology have had a huge impact on the decrease in physical activity. Now, children play video games. Children can "actually" bowl or play golf right in their living room. All you need is a Wii system and a television.

At Bellevue Elementary School, all of these factors and more come into play. We are an inner- city school with high poverty, students with low social skills, free breakfast and lunch programs and marginal access to quality health care.

Many students have breathing problems, some have been properly diagnosed and many have not. Some have access to medication, some don't. Some students have obesity issues.

In the physical education paradigm I was taught, there were three spheres: affective (social skills), cognitive (learning rules, etc.) and psychomotor (movement, object control).

I spend an inordinate amount of time on social skills: how to walk quietly in a line, how to listen, how to be nice to others, how to take turns.

I also teach a wide variety of skill and game activities. I have, over the past few years, increased the time my students spend on aerobic activities in an effort to positively affect their health.

In terms of "mandates," other elementary subjects such as English language arts, math, character education, science, social studies, art, music, computer and library are equally important in the student's day.

Are they "mandated" specific or equal time during the school day? Is physical education being "mandated" to prevent non-obese children from becoming obese?

I guess I could have every one of my 400 students in the gym every day if I didn't eat lunch.

I wouldn't need planning periods because all they would be doing every day would be running, pushups and sit-ups.

It would look something like this: Sixty students every 45 minutes, constantly, from 8 a.m. until 2:30 p.m. But would it be physical education?

How can the current state of affairs be improved?

1. Forget the time "mandate;" it's unreasonable.

2. Make the school day longer.

3. Have afterschool or extended-day sports/activities classes.

4. Have reasonably priced, school personnel-run, sports/activities, camps during vacation weeks and summer.

5. Try a year-round recess program.

6. Include parents in activity nights, Saturdays and after-school programs whenever possible.

7. Make superintendents and school boards more accountable for spending.

Of course, this is strictly my "point of view."

Mike Coyne is a physical education teacher at Bellevue Elementary School in Syracuse.