Advocating for Physical Advocating for Physical EducationEducation

EVERYONE (that means you) has a EVERYONE (that means you) has a responsibility to advocate for physical responsibility to advocate for physical educationeducation This improves our standing in the communityThis improves our standing in the community The number of jobsThe number of jobs The future wellness of students (through The future wellness of students (through

quality programs)quality programs) Time allocated physical educationTime allocated physical education Reduces stereotypes and educates adults as Reduces stereotypes and educates adults as

to the important role of physical education in to the important role of physical education in the schools todaythe schools today

Why is Physical Why is Physical Education Education Needed in the Needed in the Schools Today?Schools Today? Use data to make your pointUse data to make your point

The

Problem

The

Problem

The

Problem

The National Picture

Source: Behavioral Risk Factor Surveillance System, CDC.

19961991

2003

Obesity Trends* Among U.S. AdultsBRFSS, 1991, 1996, 2003

(* BMI 30, or about 30 lbs overweight for 5’4” person)

No Data <10% 10%–14% 15%–19% 20%–24% ? 25%

The

Problem

U.S. Prevalence of Recommended

Physical Activity (Moderate intensity, 30 min, 5 day/week)

                                                            

The

Problem

The

Problem

The

Problem

Overfed But Undernourished

0

20

40

60

80

100

120

6-11 Mo. 1 Yr. 1-4 Yrs. 5-8 Yrs. 9-14 Yrs. 15-19 Yrs.

CalciumFolate

% Children Consuming Daily

Recommended Intake

MagnesiumVitamin A

Vitamin C

Zinc

Iron

Phosphorus

Critical Age

Data compiled by Dr. John Lasekan, Ross LabsNHANES 1999-2000 and the Continuing Food Survey 1994-96, 1998

The

Problem

Percentage of students

who attended physical

education class daily.

The

Problem

Percentage of students who ate

five or more servings of fruits

and vegetables per day during the past

seven days

The

Problem

A la carte Foods Affect Diet Quality

• Non-participants in NSLP consume 3x more sugars (21% vs 64%)

• Top sellers: pizza, chips, soda, french fries, candy and ice cream

• Access to a la carte and snack bar meals =– lower fruit, vegetable and milk – higher sweetened beverages and fried

veggies

Cullen, Am J Pub Health 2004; 94:463

The

Problem

Good News

Effects of Improving Effects of Improving Nutrition on LearningNutrition on Learning

Improved behavior.Improved behavior.

Less visits to school nurse.Less visits to school nurse.

Increased attention, creativity and Increased attention, creativity and

test scores.test scores.

Essential for growth and Essential for growth and

development.development.

Good News

Parental SupportParental Support Nearly two-thirds of parents support restricting access to high-

calorie, low-nutrient snack foods in schools, and half of parents feel their child’s school is doing an “excellent” to “good” job in this area, according to a 2005 Action for Healthy Kids national public opinion survey.

However, the CDCP report that between 60% and 95% of schools allow students to purchase snack foods or beverages from vending machines or at the school store, canteen, or snack bar.

Another illustration of a “disconnect” between parents’ priorities and perceptions and what actually happens at school occurs in the area of physical activity. Seventy-seven percent of parents support requiring daily physical education for all children, and 62% rate their child’s school as “excellent” or “good” on “making daily physical education available for all students.” However, in reality only 5.8 to 8.0% of schools nationally (depending on grade level) provide students with daily physical education.

83% of parents are unaware of the Local Wellness Policy mandate required by the Child Nutrition and WIC Reauthorizaton Act of 2004

Good News

Nutrition Enhances Nutrition Enhances AchievementAchievementComprehensive School Health

Reading and math scores of third and fourth grade students with comprehensive health education were significantly higher.

Schoener, Guerrero, and Whitney, 1988

School Breakfast Programs Increase learning and academic achievement, improve student attention to academic tasks, reduce visits to the school nurse, decrease behavioral problems.

Murphy, Pagano, Nachmani,Sperling, Kane, and Kleinman, 1998

Positively impact academic performance, absenteeism, and tardiness among low-income elementary school students.

Meyers, Sampson, Weitzman, Rogers, and Kayne, 1989

Enhanced daily nutrient intake and improved nutrient intake were associated with significant improvements in academic performance and psychosocial functioning and decreases in hunger.

R.E. Kleinman et al, Annals of Nutrition and Metebolism; 2002.

Good News

Physical Education, TooPhysical Education, TooStudents who participated in school physical education programs did not experience a harmful effect on their standardized test scores, though less time was available for other academic subjects.

Sallis, McKenzie, Kolody, Lewis, Marshall, and Rosengard, 1999; Shephard, 1996; Dwyer, Coonan, Leitch, Hetzel,and Baghurst, 1983.

Physical activity is positively associated with academic performance.

Dwyer, Blizzard, and Dean, 1996

Regular (3 – 5 times per week) periods of moderate to vigorous physical activity enhances the health, academic performance, attitudes and classroom behavior of children at school. Physical education programs are valuable to students and teachers.

Keays JJ, Allison KR; Canadian Journal of Public Health; 1995

Good News

Q&AQ&A What is the biggest factor in how you What is the biggest factor in how you

will teach physical education?will teach physical education?

Answer: Your K-12 physical education Answer: Your K-12 physical education experience experience

SuggestionsSuggestions

Use the curriculum models – Use the curriculum models – ABSOLUTELY!!!ABSOLUTELY!!! They provide structure and guidance to They provide structure and guidance to

the curriculum the curriculum Distinctly different from multi-activity Distinctly different from multi-activity

and add variety to the curriculumand add variety to the curriculum Stands for somethingStands for something

Models provide coherenceModels provide coherence Connect goals, philosophy, and learning experiences Connect goals, philosophy, and learning experiences

Challenges for ChangeChallenges for Change

Curriculum is designed to be:Curriculum is designed to be: Lived, evaluated, revisited, and changedLived, evaluated, revisited, and changed It is a “living document”It is a “living document”

Change can be hardChange can be hard Doing the same thing the same way is easyDoing the same thing the same way is easy

Change requires supportChange requires support Demands staying current through professional Demands staying current through professional

development. You are a professional and all development. You are a professional and all professionals must grow and adapt. professionals must grow and adapt. Could you imagine going to a doctor who has not Could you imagine going to a doctor who has not

updated his or her skills in 20 years (some teachers updated his or her skills in 20 years (some teachers are like this!)are like this!)

Students needs are ever changingStudents needs are ever changing

Participate in Participate in Professional ConferencesProfessional Conferences Local, regional, and stateLocal, regional, and state

Sharing of resources and networkingSharing of resources and networking National conferencesNational conferences

AAHPERDAAHPERD NASPE-sponsored conferencesNASPE-sponsored conferences

Physical Education for Progress ActPhysical Education for Progress Act Federally funded grant programFederally funded grant program

Professional ResourcesProfessional Resources

Read journals in physical educationRead journals in physical education Journal of Physical Education Recreation and Journal of Physical Education Recreation and

DanceDance (JOPERD) (JOPERD) Teaching Elementary Physical EducationTeaching Elementary Physical Education

(TEPE)(TEPE) StrategiesStrategies OthersOthers

Be an active participantBe an active participant Write a commentary or an article for a journalWrite a commentary or an article for a journal

Advocating IdeasAdvocating Ideas Begins with being a good role model Begins with being a good role model

and creating quality programming and creating quality programming Invite parents to visit the programInvite parents to visit the program Expand physical education beyond Expand physical education beyond

schoolschool Open housesOpen houses

Have students “teach” their parents what Have students “teach” their parents what they are learning or lead a fun activitythey are learning or lead a fun activity

Family fitness eventsFamily fitness events T-shirts (may require them for class)T-shirts (may require them for class)

TechnologyTechnology

Newsletters and Web pages for Newsletters and Web pages for advocacyadvocacy

Bulletin boards and computer Bulletin boards and computer stationsstations

Resources for AdvocacyResources for Advocacy Healthy People 2010: Understanding and Improving Healthy People 2010: Understanding and Improving

Health (2000)Health (2000) Guide to K-12 Program Development in Physical Guide to K-12 Program Development in Physical

Education (CT SDE)Education (CT SDE) Physical Activity and Health: A Report of the Physical Activity and Health: A Report of the

Surgeon General (1996)Surgeon General (1996) Fact Sheet; Executive SummaryFact Sheet; Executive Summary

Moving Into the Future: National Standards for Moving Into the Future: National Standards for Physical Education (NASPE, 2004)Physical Education (NASPE, 2004)

School Health Policies and Programs Study (CDC)School Health Policies and Programs Study (CDC) Guidelines for School and Community Health Guidelines for School and Community Health

Programs to Promote Physical Activity Among Youth Programs to Promote Physical Activity Among Youth (CDC 1997)(CDC 1997)

Internet ResourcesInternet Resources

www.pelinks4U.orgwww.pelinks4U.org www.pecentral.orgwww.pecentral.org www.pe4life.comwww.pe4life.com www.shapeup.orgwww.shapeup.org