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Positives of Physical Education
 

Positives of Physical Education

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Positives of Physical Education Positives of Physical Education Presentation Transcript

  • Positive Physical Education NASPE Sets the Standard
  • Purpose 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”)
  • Disclaimer
    • All physical education is not good physical education
  • Goal 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 Education
    • Quality physical education
    • Positive physical education
  • Positive 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 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 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 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 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, 2 nd 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, 2 nd 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 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 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 News
  • Percentage of U.S. High School Students Who Attended Physical Education Classes Daily, 1991 - 2001 Source: CDC, National Youth Risk Behavior Survey
  • Percentage of Schools that Require Physical Education, by Grade CDC, School Health Policies and Programs Study, 2000 40 51 51 51 52 50 32 26 25 13 10 6 5 0 10 20 30 40 50 60 K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th Percent of schools
  • Daily Physical Education for 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 Adolescents Who Were Overweight* Ages 12-19 Ages 6-11 5 4 * > 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 age Source: National Center for Health Statistics
  • Percentage of U.S. Children and Adolescents Who Were Overweight* Ages 12-19 Ages 6-11 5 4 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 age Source: National Center for Health Statistics
  • Prevention 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 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…
    • What might the statistics look like if kids in the U.S. had positive, daily physical education for 12 years of school?
  • The Good News
  • Recognized Solutions
    • Physical activity
    • Physical education
  • Physical 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 activity
        • All children can become physically educated for a lifetime of physical activity
  • National 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 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 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
  • Typical 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?
  • Conclusion
    • 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
  • Resources
    • 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