Physical Education Physical Activity: Policy and Assessment

Philip W. Scruggs, Grace Goc Karp, Helen B. Brown, David R. Paul, Chantal A. Vella, & Christa A. Davis

Physical Education Physical Activity: Policy and Assessment

Physical Activity in SocietyPhysical Activity in Society Healthy Active Lifestyles Initiative

Schools

Family

Media/Informational

After-School

Programs

Sport/Recreation Centers/Leagues

Recess

Community

Physical Educatio

n

Classroom

Activity/Fitness Breaks Home-Based

Play

Model/Support

Environment

Health Care

Energy

Crime

Education

WorkforceActive

Infrastructure

Extracurricular

Community Service

Religious Institutions

Politicians

Community

MoraleADA, ‘06; CDC, ‘06, ’09, ’11; IDSDE, ‘10; IOM, ’12; NASPE, ‘09; Pate et al., ’06; RWJF, ’10; USDHHS/USDE, ‘00

Physical Education Physical Activity

CDC, ‘06, ’09, ’11; IDSDE, ‘10; IOM, ’12; NASPE, ‘09; Pate et al., ’06; RWJF, ’10; USDHHS/USDE, ‘00

http://www.cdc.gov/page.do

Physical Activity Policy Goal: Schools a Focal Point

•Strengthen Policy for Physical Education Quality and Assessments•Healthy, Hunger-Free Kids Act 2010•Elementary/Secondary Education Act

•Funding for Quality Physical Education•Daily Physical Education•Implement Physical Education Standards

•Align w/Appropriate Practice Guidelines•Physical Activity, ≥ 50% of the Lesson

•Holistic School Physical Activity Policy•Active Transport•Intramurals•Classroom Breaks•Active Recess

•After-School Programming•Classroom Activity Integration•Improve/Maintain Environment

IOM, ’12

Idaho Physical Education Standards

• Standard 3: Valuing a Physically Active Lifestyle • Goal 3.1: Participate daily in physical activity for health, enjoyment

and/or satisfaction, challenge, self-expression and/or social interaction.– K-2,3-5.PE.3.1.1 Participate in developmentally appropriate moderate to vigorous

physical activity a minimum of 33% of the lesson time (e.g., time assessment, pedometer = 1800 steps in a 30 minute class or 60 steps per minute, etc.).

– 6-8,9-12.PE.3.1.1 Participate in developmentally appropriate moderate to vigorous physical activity a minimum of 50% of the lesson time (e.g., time assessment, pedometer = 3200 steps in a 40 minute lesson or 80 steps per minute, etc.).

Standard Writing Team, 1-2/’09State Board of Educ., 4/’09Public Comment, 4-5/’09Legislature Approved, 1/’10District Adoption, 8/’10

IDSDE, ‘10

Physical Education Physical Activity Assessment

• Objective Assessment of Physical Education Physical Activity

A Further Analysis of PedometerSteps/Min Guidelines(Scruggs, in press; N = 1,152)

• Pedometer Steps/Min Guidelines• 33% = 60 steps/min(Scruggs et al., ‘03; ’05; Scruggs, ‘07)

• 50% = 80 steps/min(Scruggs, ‘07; Scruggs et al., ‘10)

33%

50%

Idaho Physical Education Physical Activity Surveillance

• Purpose– To provide data on the revised physical education physical activity

policy (standard) for amount of class time students engage in moderate to vigorous physical activity.

• Policy Implications– Accountability (i.e., enforcement), a feasible and sustainable

monitoring mechanism for surveillance– Achievement, correlates of meeting and not meeting policy

• Dissemination– Results and recommendations to stakeholder, policy maker and

professional communities

Physical Activity Surveillance ProtocolMail Recruitment Flyer (N=690)Idaho Physical Education Survey

Teacher SubmittedInterest via Email

Waitlist

Entered into Pool by Region

Key Project Documents Emailed

Teacher Consent (N=50)

School Administrato

r Approval (N=34)

Assignment of Data Collection Season

Contact Teacher via Email and Phone

Review and Explain Protocol Details

Pre-Data Collection Phone Interview

(N=27)Prepare and Mail

Research Materials

Teacher Collects Data in Classes (N=200)Student Steps/Min(N=4,858) and BMI (N=4,421)

Teacher Returns Materials (except pedometers, N=1,300)

Post-Data Collection Phone Interview (N=20)


M = 60.25SD = 28.85N = 4,097

M = 64.27SD = 29.67N = 3,854

M = 61.52SD = 28.92N = 4,039

M = 63.90SD = 29.40N = 4,081

M = 63.30SD = 28.96N = 4,192

21%

45%

26%

50%

29%

54%

24%

47%

29%

51%

M = 85.78SD = 29.20N = 4,858

56%

81%

33% or 60 Steps/min

50% or 80 Steps/min


M = 57.17SD = 27.79N = 2,165M = 63.72SD = 29.73N = 1,899

9%, 12% (21%)

21%, 24% (45%)

M = 59.65SD = 29.19N = 2,233M = 67.50SD = 28.20N = 1,912

12%, 14% (26%)

23%, 26% (49%)

M = 57.50SD = 27.48N = 2,155M = 66.43SD = 29.76N = 1,845

11%, 9% (20%)

23%, 25% (47%)

M = 58.53SD = 28.76N = 2,041M = 71.07SD = 29.23N = 1,771

12%, 17% (29%)

23%, 28% (51%)

M = 60.77SD = 27.66N = 2,157M = 67.42SD = 31.03N = 1,872

13%, 16% (29%)

27%, 27% (54%)

M = 81.98SD = 28.90N = 2,551M = 90.55SD = 28.91N = 2,222

27%, 30% (57%)

41%, 40% (81%)


• Assessments– President’s Challenge– Skill Testing– Dressing Down– Participation/Effort– Journals

• Why• Fitness Levels & Improvement• Improvement in Skills• Moving• District Writing Assessments;

Goal Setting

What assessments do you use and why?

Pre- Pedometer Data Collection


“Every week I select a star student for the following week and they are responsible to bring in a current event on of the internet or magazine or newspaper article and give a summary to the class. It’s been awesome because they are bringing in nutrition stuff and sport stuff. They are finding some really neat stuff ..I think it is helping kids become more aware of the general public attitude towards fitness.” “Well our team of PE teachers in the district,

are like other Idaho schools and are trying to find ways to prove ourselves for pay for performance. And we had to turn into the district a plan with different ways that we would encourage reading, language and mathematical skills. This was part of our language, some of the teachers are doing this and others are doing journaling and so forth.” (T4, ES)


• Advantages– ‘Make students aware of their

movement patterns’– ‘Make them be aware of how

much activity they did that day’– ‘Excitement, buzz, motivation’– ‘Made classroom teachers

aware of P.E.’– ‘Setting personal goals’

• Disadvantages– ‘Not fitting well’– ‘Time it takes to show them the

set up’– ‘Students shaking them’– ‘Time to take back, score and

record everything’

Advantages & disadvantages about using pedometers to assess student activity?



‘They start making personal goals for themselves, they see a visual on how many steps, kids start taking about it, they start comparing, OK I am going to take a 1000 more steps than you today. They start pushing themselves instead of me having to be the motivator, they become personally motivated.’ (T10, J/S)

‘The problem would be the time frame, you know getting the back and writing down the number. There is always so much equipment to put away and stuff going on. Also making sure I write it down and not them.’ (T12, HS)


• Fits Philosophy– ‘Keeps students moving even

if you are not skilled’– ‘So students are aware of how

much activity they did that day’

– ‘It measures some form of participation

• Use of Data– ‘To see how they can improve’– ‘To see how we can improve’– ‘Help us determine if our curriculum

keeps kids moving’– ‘Chart it and then compare it to my

fitness data and scale a correlation’– ‘Document daily participation’– ‘So students can look at their own data

as a baseline’

How does the use of pedometers fit into your philosophy - how will you use the data/information?



‘I think it makes the students more cognizant of their own movement patterns. I think they think they have spent 50 minutes in PE class moving and the pedometers will show the difference between the kids that do spend the majority of the time moving and the ones that really take a lot of time on the sidelines.’ (T4, ES)


• Instruction/Program– ‘Allowed me to evaluate my time in

activity’– ‘Made me rethink the activities I do -

became aware of low cardio activities vs high cardio and when to include more activity’

– ‘There is a big difference in types of activities and those inside and outside.’

– ‘Because the students were excited I got excited.’

• Students– ‘Excited, motivated, incentive, challenging’– ‘Competitive with themselves & others’– ‘Varied – some did more some that are not

active did not do more activity’– ‘Time to take back, score and record

everything’– ‘Overweight students participated more’

What affect or impact did the pedometer have on your instruction, your overall physical education program and your students?

Post- Pedometer Data Collection


‘It allowed me to see the differences in the days in my instruction and evaluate my time and I know that sometimes we had twenty minutes of activity time where another day it would have been closer to forty minutes of activity time…. Since then I have been more aware of time so the kids are fully into the activity quicker.’ (T2, MS)

‘It was interesting because we had a broad spectrum from bowling which is a low cardio thing to higher ones like chasing. I think when we have those lower cardio activities we should include more cardio stuff. At least as a warm-up part of it.’ (T4, ES)


‘Both competing with the person that got the most steps and they would ask each other on the way to the locker room oh I only got this what did you get so making those comparisons and then the next day we would put them on they’d say well I want to get this today and so they just really enjoyed that assessment they would do themselves and it was just fun watching them challenge them I didn’t have to challenge them they challenged themselves(T1, JHS)

‘…the non active kids seemed to be more active and checking them all the time, those bottom kids were much more into it. The athletes know they are working hard and they are not checking them like the lower kids were, I was surprised to see how much they were checking their pedometers.’ (T8, HS)‘Some of the overweight kids had higher

numbers than some of the healthy kids, I was surprised. They reacted positively. (T14, ES)


• Lessons Learned (ing) and Positions– Pedometers for Teachers/Programs– Connections/Communication– Keep-It-Simple– Practitioners, State and National Associations,

and Research Drive Assessment/Accountability– Focus, Focus, Focus!– Putting the Pedometer to Work

Physical Education Physical Activity Assessment and Accountability

Physical Education Physical Activity Assessment and Accountability

• Position– Describe your position on using physical activity assessment as an

accountability measure in physical education?– If you were charged by your building/district administration to develop a

student and/or teacher accountability measure, would you use NASPE Standard 3 - Public Health Objective of 50% of the class time students engage in moderate to vigorous physical activity? Why?

• Practice– How would you envision the practice of physical education physical activity

assessment? How would the data be used?– Why has the practice of physical education physical activity assessment not

been widely adopted as an accountability measure of student and/or teacher performance?

Idaho Physical Education Teachers

Idaho Department of Education Coordinated School Health Program

(Pedometer Funding Support)

Idaho Association for Health, Physical Education, Recreation and Dance

University of Idaho Graduate and Undergraduate Research Assistants

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