Post on 01-Apr-2015
Presented by:
Jeff Mushkin, M.P.H.Project Specialist/Trainer
The SPARK Programs
ObjectivesAttendees will learn about:• The differences between PE and PA• The need for quality PE and ample PA• PE and PA’s relationship to academic
achievement• Maintaining support for programs by
showing the importance and relevance of PE:
• Strategies for linking PE, classroom, and PA
Last Month’s Webinar
Attendees learned:• Strategies to help students feel
more comfortable learning dance
• Alternative styles of teaching dance
• Several dances from SPARK that can be taught right away!
SPARK Resources
Why do we offer theFree Webinar Series?
SPARKBackground
• Originally funded in 1989 by Heart, Lung, and Blood Institute of N.I.H.
• SPARK is the conduit that moves research to practice
• Over 40 publications proving SPARK programs work and last!
“Children are our most valuable natural resource.”Herbert Hoover
SPARK Programs
Today’s Topic!
What role does Physical Education (PE) and Physical Activity (PA) play in the academic success of students?
PE and Academics
PE vs. PAWhat is the difference?
Physical activity is:• A behavior • A voluntary movement of any type • Unstructured
Physical education is:
• A curricular area that teaches about PA
• Teaching skills to participate lifetime activities
• Specific, structured, and progressive
Recommended vs. Reality
NASPE Recommendations for PE• Elementary School: 150 minutes per
week• Middle school & High School:
225 minutes per week
RealityA recent CDC report found daily PE in
only:• 4% of elementary schools• 8% of middle schools• 2% percent of high schools
PE Dosage
PE is being Reduced and Eliminated
• No Child Left Behind• PE mandates have bark but rarely bite• Budget cuts• PE perceived as less important than other
subjects
*The 2006 CDC’s School Health Policies and Programs Study showed that only 4% of elementary children participated in daily PE down from 42% in 1991
PE Dosage
Effect on the Health of Children• 20% of children categorized as obese
(4x rate in 1970’s)
• 70-80% chance an obese child will become an obese adult
• $14 billion spent annually on child obesity-related health care costs
• Today’s American children may be the first generation to live shorter lives than their parents
Today’s Kids
Increasing the Opportunities for Physical Education
• Improve the quantity and quality of PE
• Data showing effects of PE on learning
• Integrate activity into academic lessons
Maintain support by showing the importance and relevance of PE:
Improving Quantity and Quality of PE
Improving Quantity and Quality of PE
• Space – Ensure facilities are accessible
• Time – Assess minutes then set goals to increase
• Movement – 50% of class time in MVPA
• Equipment – MSPAN study showed increasing
equipment increased PA time
• Supervision – MSPAN showed activity time
increased when supervision increased
Increase MVPA!
“Exercise itself doesn't make us smarter. Instead, exercise makes us more able to learn and focus and optimizes the brain for learning."
John Ratey, author of:
Spark: The Revolutionary New Science of Exercise and the
Brain
Effects of PA on Learning
Children who are physically active may have:
• Improved attention span• Improved attendance• Improved behavior• Increased concentration• Reduced disruptive behaviors
Healthy Children are Better Learners
Effects of PA on Learning
What benefits have been researched?
Effects of PA on Learning
++ Psychological well-being– – Anxiety and depression++ Self-esteem – Overweight and obesity + HDL cholesterol – Blood Pressure++ Skeletal health + Musculoskeletal injuries
PA is Important!
Encourage Opportunities for PA
Effects of PA on Learning
• Before school• Recess• Lunch break• Classrooms• Physical education• After school
What Does the Data Show?
Most research addresses two questions:
• Does PE have a positive effect on academic performance?
• Does PE take away from academic time?
What Does the Data Show?
We’ll share a few studies:
California Study• Comparing academic & fitness scores of
students grades 5, 7 & 9
North Carolina Study• Effects of a Classroom-Based Program on PA
SPARK Study• Effects of PE program on PA and Fitness in
elementary students
CA Dept. of Ed StudyA California study compared academic and
fitness scores of students grades 5, 7 & 9.
Results:• Schools with more fit students experienced higher
gains
• Higher achievement was associated with higher levels of fitness at each of three grade levels measured
• Physical activity had beneficial results for academic progress in both low- and high-performing schools
CA Dept. of Ed StudyGradeGrade 5 SAT 9 and Physical Fitness5 SAT 9 and Physical Fitness
353,000 Students
2936
3240
36
4540
50 46
5855
71
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6
Reading Mathematics
SA
T 9
Pe
rce
nti
le
Number of Fitness Standards Achieved
Source: California Dept. of Education Study, December 10, 2002
North Carolina Study
Title: Effects of a Classroom-Based Program onPhysical Activity and On-Task Behavior
Purpose: to evaluate the effects in-school PA levels and on-task behavior during academic instruction.
Study: K-4th grade students participated in a classroom-based physical activity program called Energizers.
Matithew T. Mahar, et al. Med. Sci. Sports Exerc., Vol. 38, pp. 2086-2094, 2006.
North Carolina Study
Results found that:
Program was effective for increasing daily in-school PA• Intervention group took significantly more
steps throughout the day
Improved on-task behavior during academic instruction• Significant improvement especially in the
students who were the least on-task
SPARK Study Design
(McKenzie, Sallis, Lewis, Rosengard,et al, RQES, 1999)
Intervention schools received:• Curricula• Training• On-site follow up, phone/e-support• Equipment sets (also provided to control
schools)
Elementary schools randomized to 3 conditions:1. SPARK PE instructed by classroom teachers2. SPARK PE instructed by PE specialists3. Controls – usual PE
4 better, 1 worse, 3 no difference
Increasing PE from 32 to 98 or 109 min/week did not reduce academic
performance
3-Year Changes in Percentile RankEight comparisons on standardized MAT
tests:
SPARK Study Design
(McKenzie, Sallis, Lewis, Rosengard,et al, RQES, 1999)
Additional Studies
Other research studies that have shown a connection between PE/PA and academic achievement
Sample: CDC Youth Risk Behavior Survey (2003)•http://www.cdc.gov/HealthyYouth/health_and_academics/index.htm
Additional Studies
Canadian Study (Shephard, 1996)• 546 elementary students
Massachusetts Study (Tremarche, et al., 2007)• 311 4th graders
CDC Study (Carlson et al., 2008)• 5,316 K-5 students
Findings that achievement is positively affected by PE
Additional Studies
Australian Study, (Dwyer et al., 1983)• Sample size: 350 5th graders
Michigan Study (Coe et al., 2006) • Sample size: 214 5th graders
British Columbia Study (Ahamed et al., 2007)• 287 4th-5th students
Evidence that PE Does Not Hurt Academics
Summary of Research
• Key Findings
• Limitations
Source: Active Living Research
Robert Wood Johnson Foundation
Summary of Peer-Reviewed Research
Strategies to Integrate Activity into Academics
• Why?
• When?
• How?
Integrating Activity into Academics
Workout Buddies
Exercise Equations
Did We Reach Our Objectives?
Did you learn:• The differences between PE and PA• Why ample PA is critical to quality PE• PE and PA’s relationship to academic
achievement• Maintaining support for programs by
showing the importance and relevance of PE
• Strategies for linking PE, classroom, and PA
FREE SPARK RESOURCES FOR YOU!
The SPARK Family Website
Thanks for Joining US!
Check Out Our New Website!
Parents and FamilySample LessonsGrant Information
Much more! At www.sparkpe.org
Don’t Miss It!
February 17th @ 3:00 pm PST
Next time, bring a friend!
What questions
do you have?
More Information
Jeff Mushkin jmushkin@sparkpe.org
Contact SPARK:E-mail: spark@sparkpe.org
Phone: 1-800-sparkpe
Register for a SPARK Institute:www.sparkpe.org/institutes.jsp
Next Webinar: February 17th, 3 pm PST