Positive Physical Positive Physical Education Education Kamehameha Schools Maui Campus NASPE Sets the Standard
Jan 11, 2016
Positive Physical EducationPositive Physical Education
Kamehameha Schools Maui Campus
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
QUESTIONS AND DISCUSSION