HOPE model

1. Michael W. Metzler , Thomas L. McKenzie , Hans van der
Mars , Shannon L. Barrett-Williams & Rebecca Ellis (2013)
Health Optimizing Physical Education (HOPE): A New
Curriculum for School Programs—Part 1: Establishing the
Need and Describing the Model, Journal of Physical
Education, Recreation & Dance.
Annie Machamer & Karl Zang

2. Type of, purpose of study/paper,
theoretical framework/background
• Type: Compilation of Literature that supports HOPE
• Purpose: to describe a version of a CSPAP called Health Optimizing
Physical Education (HOPE), including the need for HOPE, major learning
outcomes, its theoretical foundation, and program content.
• “There is a growing consensus that the overall goal of physical education
programs in P-12 schools should be to teach children and youths the
knowledge, skills, and dispositions to lead an active, healthy lifestyle” (pg.
41).
• Teachers are unaware of what a CSPAP may look like and need education
on models that can meet this

3. Background and significance of study…
what did it report to add?
• Goal: the HOPE curriculum model is used to help P-12 students acquire
knowledge and skills for lifelong participation in physical activity for
optimal health benefits.
• Review over
– The evidence based need for HOPE
– Theoretical foundation for hope
– Program Strands in HOPE
– How much HOPE is needed
– Teacher Expertise and Collaboration for HOPE

4. Evidence Based Needs
• More and more evidence based research on children and youth needing
to be more active
• More than one-third of adults and 17% of youth in the United States are obese,
although the prevalence remained stable between 2003-2004 and 2009-2010; no
significant change for 2011-2012 (Ogden, Carroll, Kit, and Flegal, 2014).
• The two main goals for physical education to optimize health
contributions were identified as (1) preparing youths for a lifetime of
physical activity and (2) providing them with sufficient physical activity
during physical education classes. (pg. 42)
• Additional time spent in physical activity spent under supervision of a
trained person leads to improvement in skills, and improvement in skills
lead to more involvement in physical activity.

5. Theoretical Foundation
• Multilevel physical activity intervention
– Social ecological model
• P.E. teachers to actively engage in school policy
decisions that effect physical activity and eating
habits
• Entire school should be creating environment
that promotes being physically active and eating
healthy, not just P.E. department

6. Findings/Main arguments
• Increased amounts of physical activity is needed in
elementary and secondary school aged children
• Adults and the community as a whole need to encourage
children to be more physically active
• “There is substantial evidence to suggest that physical
activity can affect cognitive skills, attitudes, and academic
behavior, as well as help improve academic achievement;
and that increasing or maintaining physical education time
does not adversely affect academic performance.” (p. 43)

7. Conclusions/implications for practice
and/or future research
• Support from outside the P.E. Department to
reach full potential
– School administrators
– Other teachers
– Parents
• P.E. Teachers need collaborative skills
• Properly executed -> higher chance of increasing
students physical activity and health for lifelong
participation

8. Personal Meanings
• CSPAP and HOPE
– Provides understanding and use of model
• Collaboration between coaches and P.E.
teachers
– Community support for being physically active

9. Questions?
• What strands of HOPE would you implement
first?
• Best way to collaborate with non-P.E.
teachers?
• How would you advocate to the community
the need for CSPAP and HOPE?

10. Other References
• Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal,
K. M. (2014). Prevalence of childhood and
adult obesity in the united states, 2011-2012.
Journal of the American Medical Association,
311(8), 806-814.