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There is a need for physical education to address two important concerns affecting American youth: the worsening social decline of communities and schools, and the increase of childhood obesity and sedentary related illnesses. This article explores solutions to the dual challenge of increasing students' moral and social development, and increasing students physical activity levels in physical education while teaching within the Sport Education Model.

Purpose: To examine the impact of a physical education teacher’s age on students’ learning and perceptions of the teacher. Method: A total of 188 elementary students were randomly assigned to view one of two virtually identical filmed swimming lessons. In the young-appearance lesson, the teacher was youthful. In the middle-aged lesson, he had been aged by a theatrical make-up artist. Following the viewing of their assigned lesson, students completed an examination covering lesson content and a questionnaire about their perceptions of the teacher. Results: Inferential statistical tests indicated that students who watched the young-appearance lesson scored significantly higher on the examination and perceived the teacher to be significantly more likable, more competent, and a better role model than those who viewed the middle-aged lesson. Discussion: These findings could be interpreted as supporting either a sociological or psychological/developmental explanation for how and why students respond to and learn from older and younger physical educators.

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