Positive Physical EducationPositive Physical Education

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NASPE Sets the Standard

Purpose of This PresentationPurpose of This PresentationTo 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 “Good” Physical EducationPopular Terms to Describe “Good” Physical Education

Quality physical education Positive physical education

Positive Physical EducationPositive Physical Education

Another term for quality physical education Focus is on creating a positive

environment in which all students can be successful

Recognition that enjoyment of physical activity is a major influence on whether a person chooses to be active

Positive (Quality) Physical EducationPositive (Quality) Physical Education

Opportunity to learn Qualified teachers Adequate time

Meaningful content National/state standards for physical

education Appropriate instruction Formative and summative assessment

Examples of Positive (Quality) Physical EducationExamples of Positive (Quality) Physical 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 Educated PersonDefinition of a Physically Educated 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 for Physical EducationPurpose of National Standards for 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, 2nd EditionNational Standards, 2nd 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, 2nd EditionNational Standards, 2nd 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 vs. Physical EducationPhysical Activity vs. 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 Physical Activity and EducationRecommended Amounts of Physical 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 Who Attended Physical Education Classes Daily, 1991 - 2001

Percentage of U.S. High School Students Who Attended Physical Education Classes 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 Physical Education, by GradePercentage of Schools that Require Physical 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 for All StudentsDaily Physical Education for All Students

Daily PE or its equivalent* isprovided 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 Adolescents Who Were Overweight*Percentage of U.S. Children and 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 Adolescents Who Were Overweight*Percentage of U.S. Children and 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 Overweight and ObesityPrevention of Pediatric Overweight 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 MedicaidApproximately 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 activity Physical education

Physical Education’s Role in the Obesity EpidemicPhysical Education’s Role in the 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

activityAll children can become physically educated

for a lifetime of physical activity

National Call to Action: Increase Physical Activity Among YouthNational Call to Action: Increase Physical 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 and school achievementTime in the arts, physical education and 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 Levels and Academic Achievement, in California Grade 7

The Relationship Between Fitness Levels and Academic Achievement, in California Grade 7

Grade 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 Questions You May be AskedTypical Questions You May be 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 child Physical education is the only curricular

subject that develops a child’s physical self Children 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.orgwww.pecentral.orgwww.pelinks4u.orgwww.pe4life.orgwww.cdc.gov/healthyyouth/

physicalactivitywww.ncppa.orgwww.actionforhealthykids.orgwww.fitness.gov

QUESTIONS AND DISCUSSION

Interscholastic SportsInterscholastic Sports

SS 271

Dr. Jack Watson

Topical OutlineTopical Outline Educational mission Involvement Patterns Predications about the impact of sport on

athletes and schools Consequences of H.S. sports Problems related to H.S. sports Reforms suggested for H.S. sports Summary Discussion Questions

Why Were Interscholastic Sports Created, and Why Do They Still Exist?

Why Were Interscholastic Sports Created, and Why Do They Still Exist?

What are the educational goals of most high schools?

How do sports fit into a schools goals? How do sports benefit schools? How do sports benefit athletes? How do sports socialize individuals into

society?

Involvement PatternsInvolvement Patterns 6.5 million boys and girls involved in high

school sports (59% male) Sports are run through the schools, not

clubs, as done in Canada and Europe Money given to sports Popularity of sports Emphasis in school’s mission

Predicted Effects of Participation in High School Sports on AthletesPredicted Effects of Participation in High School Sports on Athletes

Grades? Socialization? Popularity? Opportunities? Money? Self-Concept?

Sports in U.S. High SchoolsSports in U.S. High Schools

Importance Related to academics

Attention Bringing students together Participant effects on athletes

Popularity and other effects on athletes

Consequences of H.S. SportsConsequences of H.S. Sports Schools

Raise money from community for resources

Brings students together (unity) for common cause or collective goals

Promotes school pride (“we” talk) Forces commitment to rules

(creates role-models), promotes social control

Teaches societal/school values Stops students form questioning

the rules Drains energy and diverts

attention

Students Fame and acclaim Gifts/Money Social/Sexual Popularity

Always good for males Can be good for females,

with “in-group status” (changing)

Character Who benefits and how? Common differences in boys

include higher Self-esteem, aggression, and irritability, less honesty, independence and self-control

In girls, related to increased perceived popularity, educational aspirations

Adjustment to Failure

Consequences of H.S. Sports on StudentsConsequences of H.S. Sports on Students

Enjoyment of students Participation may be expected of students Lower moral development and reasoning Academic Benefits

Can detract from academics Overall, grades are better Why might this occur?

Reasoning for higher GPA’s Minimum grades needed for participation Selection of those into sport (some may choose not to

participate) Causal relationship?

Problems and Controversies Related to Interscholastic SportsProblems and Controversies Related to Interscholastic Sports Cheating is Rampant

Not consistent with academic goals of sport Autocratic Coaches

Control all aspects of players lives “Win at all costs” Attitude

Sport is treated as work, not play Teaches the cheating is acceptable

Promotes Specialization by athletes Corporate sports (Friday Night Lights)

Lots of $ spent on sports (stadiums, equipment, travel) Exposure and commercialization Channeling athletes into pros (early recruiting) Coaches paid much more than teachers

Problems and Controversies Related to Interscholastic Sports (Cont…)

Problems and Controversies Related to Interscholastic Sports (Cont…)

Demanding Schedules: take time away from school work. Begin too early: serve as a feeding ground/minor league

for H.S. sports. Reinforcing Gender Roles: 900% increase in female

participation from 1971 Budget problems

schools charge for right to play sponsorship is accepted

Elitism (only the few play) how is this educational

Reforming Interscholastic SportsReforming Interscholastic Sports Reduction of corporate

sports Reduce schedules and

travel

Raise educational standards for athletes

Let everyone play Increase student

involvement Bring coaches back to

faculty

Topical SummaryTopical Summary

Educational mission Involvement Patterns Predications about the impact of sport

on athletes and schools Consequences of H.S. sports Problems related to H.S. sports Reforms suggested for H.S. sports

Chapter 5 Discussion QuestionsChapter 5 Discussion Questions Can a system be developed that allows all interested

H.S. students to participate in sports? If so, how would you do it? If not, what factors would make doing it impossible?

What is an interscholastic coach’s role in fostering character development among players? Is this role consistent with educational and athletic goals?

What differences, if any, exist in the sport programs of public and private high schools.

What role, if any, do H.S. athletic coaches have youth sport development?