Positive Physical EducationPositive Physical Education
Marty BarrettThe Academy for Academics and Arts
NASPE Sets the Standard
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 StudentsDaily 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
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
ResourcesResourceswww.naspeinfo.orgwww.pecentral.orgwww.pelinks4u.orgwww.pe4life.orgwww.cdc.gov/healthyyouth/physicalactivitywww.ncppa.orgwww.actionforhealthykids.orgwww.fitness.gov