Positive Physical EducationPositive Physical Education

NASPE Sets the Standard

Purpose of This PresentationPurpose of This Presentation

To guide you (and the others you will assist) in serving as an articulate spokesperson for physical education– Accurate and succinct information (“talking

points”)– Positive message– Staying on message– Convey the bottom line (“take home message”)

DisclaimerDisclaimer

All physical education is not good physical education

Goal of Physical EducationGoal of Physical Education

To develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity

To guide youngsters in the process of becoming physically active for a lifetime

Popular Terms to Describe Popular Terms to Describe “Good” Physical Education“Good” Physical Education

Quality physical educationPositive physical education

Positive Physical EducationPositive Physical Education

Another term for quality physical educationFocus is on creating a positive environment

in which all students can be successfulRecognition that enjoyment of physical

activity is a major influence on whether a person chooses to be active

Positive (Quality) Physical Positive (Quality) Physical EducationEducation

Opportunity to learn– Qualified teachers– Adequate time

Meaningful content– National/state standards for physical education

Appropriate instructionFormative and summative assessment

Examples of Positive (Quality) Examples of Positive (Quality) Physical EducationPhysical Education

All children being active– Stations– Small group games– Technology (pedometers, heart rate monitors)

Choices– Variety of activities– Various practice levels– Personal goals

Cooperative Activities

Definition of a Physically Definition of a Physically Educated PersonEducated Person

HAS learned skills necessary to perform a variety of physical activities

IS physically fit DOES participate regularly in physical activity KNOWS the implications of and the benefits from

involvement in physical activities VALUES physical activity and its contribution to

a healthful lifestyle

Purpose of National Standards Purpose of National Standards for Physical Educationfor Physical Education

To define what a student should know and be able to do as a result of a quality physical education program

Provides credibility to our profession as we are one of many disciplines with standards

National Standards, 2National Standards, 2ndnd Edition Edition Standard 1: Demonstrates competency in motor

skills and movement patterns needed to perform a variety of physical activities (Physical skills)

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities (Knowledge)

Standard 3: Participates regularly in physical activity (Physical activity)

National Standards, 2National Standards, 2ndnd Edition Edition Standard 4: Achieves and maintains a health

enhancing level of physical fitness (Health-related fitness)

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (Behavioral skills)

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction (Intrinsic value)

Physical Activity Physical Activity vs. Physical Educationvs. Physical Education

Physical activity = behavior Physical education = curricular area that teaches

about physical activity (helps student attain the knowledge and skills; does not just provide an opportunity for students to be physically active)

Students are physically active in physical education, but students are not (comprehensively) physically educated at recess or through sport participation

Recommended Amounts of Recommended Amounts of Physical Activity and EducationPhysical Activity and Education Physical activity

– At least 60 minutes, and up to several hours, a day of physical activity

NASPE Dietary Guidelines for Americans (Federal government)

Physical education– ES: at least 150 minutes/week– MS, HS: at least 225 minutes/week

NASPE Others that support the NASPE recommendation (e.g., CDC)

The Bad NewsThe Bad News

Source: CDC, National Youth Risk Behavior Survey

Percentage of U.S. High School Students Percentage of U.S. High School Students Who Attended Physical Education Who Attended Physical Education

Classes Daily, 1991 - 2001Classes Daily, 1991 - 2001

32%29%27%25%

34%

42%

0

10

20

30

40

50

60

1991 1993 1995 1997 1999 2001

Per

cen

t

Percentage of Schools that Require Percentage of Schools that Require Physical Education, by GradePhysical Education, by Grade

40

51 51 51 52 50

3226 25

1310

6 5

0

10

20

30

40

50

60

K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Per

cen

t o

f sc

ho

ols

CDC, School Health Policies and Programs Study, 2000

Daily Physical Education Daily Physical Education for All Studentsfor All Students

Daily PE or its equivalent* is

provided for entire school year

for students in all grades in: – 8% of elementary schools

(excluding kindergarten) – 6% of middle/junior high schools– 6% of senior high schools

*Elementary schools: 150 minutes / week; secondary schools: 225 minutes / week

Source: CDC, School Health Policies and Programs Study 2000

Percentage of U.S. Children and Percentage of U.S. Children and Adolescents Who Were Overweight*Adolescents Who Were Overweight*

02468

1012141618

1963-70* *

1971-74 1976-80 1988-94 1999-2000

Ages 12-19

Ages 6-1154

* >95th percentile for BMI by age and sex based on 2000 CDC BMI-for-age growth charts**Data are from 1963-65 for children 6-11 years of age and from 1966-70 for adolescents 12-17 years of ageSource: National Center for Health Statistics

Percentage of U.S. Children and Percentage of U.S. Children and Adolescents Who Were Overweight*Adolescents Who Were Overweight*

02468

1012141618

1963-70* *

1971-74 1976-80 1988-94 1999-2000

Ages 12-19

Ages 6-1154

16

15

* >95th percentile for BMI by age and sex based on 2000 CDC BMI-for-age growth charts**Data are from 1963-65 for children 6-11 years of age and from 1966-70 for adolescents 12-17 years of ageSource: National Center for Health Statistics

Prevention of Pediatric Prevention of Pediatric Overweight and ObesityOverweight and Obesity

American Academy of Pediatrics - August, 2003 Probability of childhood obesity persisting into

adulthood…– 80% during adolescence– 20% at 4 years of age– Probability that co-morbidities will persist into

adulthood

AAP, Policy Statement, Pediatrics 112(2), pp.424-430

Economic CostsEconomic Costs

US obesity-attributable medical expenditures in 2003:– $75 billion– Approximately 10% of total US medical

expenditures

Percent financed by taxpayers through Medicare and Medicaid

Approximately 50%

Which begs the question…Which begs the question…

What might the statistics look like if kids in the U.S. had positive, daily physical education for 12 years of school?

The Good NewsThe Good News

Recognized SolutionsRecognized Solutions

Physical activityPhysical education

Physical Education’s Role in Physical Education’s Role in the Obesity Epidemicthe Obesity Epidemic

Physical inactivity is part of the problem Physical activity is part of the solution Physical education is a critical to increasing

physical activity School physical education programs are the one

place that: All children can participate in regular physical

activity All children can become physically educated for a

lifetime of physical activity

National Call to Action: Increase National Call to Action: Increase Physical Activity Among YouthPhysical Activity Among Youth

Healthy People 2010 (2000) Dietary Guidelines for Americans (2000) Promoting Better Health for Young People Through

Physical Activity and Sports: A Report to the President from the Secretary of Health and Human Services and Secretary of Education (2000)

The Surgeon General’s Call to Action To Prevent and Decrease Overweight and Obesity (2001)

Guide to Community Preventive Services (2001)

The Brain/Body ConnectionThe Brain/Body Connection Research has not been conducted to conclusively

demonstrate a link between physical activity and improved academic performance

However, such a link might be expected Research does show that:

– Movement stimulates brain functioning– Physical activity increases adolescents’ self-esteem and

reduces anxiety and stress…thus, through it’s effects on mental health, may help increase students’ capacity for learning

– Increases in time for physical education did not lead to lower test scores

Time in the arts, physical education Time in the arts, physical education and school achievementand school achievement

547 elementary school principals in Virginia responded to survey

Time allocated for art, music and physical education with a specialist?

Correlated with test scores from their schools No meaningful relationship found Results suggest that providing time for AMPE

does not negatively impact test scores

Wilkins, J..M., Graham, G., Parker, S., Westfall, S. Fraser, R. & Tembo, M. (2003). Time in the arts and physical education and school achievement. Journal of Curriculum Studies, 35, 721-734.

The Relationship Between Fitness The Relationship Between Fitness Levels and Academic Achievement, Levels and Academic Achievement,

in California Grade 7in California Grade 7Grade 7 SAT-9 and Physical Fitness Scores

2631 34

41

50

60

2832

3644

54

66

0

10

20

30

40

50

60

70

1 2 3 4 5 6

Physical Fitness Level

SA

T-9

Perc

en

tile

Reading Mathematics

Typical QuestionsTypical Questions You May be You May be Asked Asked

How much physical activity do children and adolescents need?

What is the most important thing that schools can do to increase physical activity among children and adolescents?

What are the biggest barriers for schools to provide quality physical education to all students?

Can’t physical education be provided as part of recess?

Why do schools have to take responsibility for the physical activity of students?

ConclusionConclusion

Schools need to educate the whole childPhysical education is the only curricular

subject that develops a child’s physical selfChildren deserve a comprehensive

education– It’s up to taxpayers and decision-makers to

make this happen– It’s up to us (and our partners) to influence

taxpayers and decision-makers

ResourcesResources

www.naspeinfo.org

www.pecentral.org

www.pelinks4u.org

www.pe4life.org

www.cdc.gov/healthyyouth/physicalactivity

www.ncppa.org

www.actionforhealthykids.org

www.fitness.gov