positive physical education put your name and affiliation here naspe sets the standard
TRANSCRIPT
Positive Physical EducationPositive Physical Education
PUT YOUR NAME AND AFFILIATION HERE
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?