NASPE standards

1. Graber, K. C., Woods, A. M., & Castelli, D. M.
(2007). Chapter 1: Setting the stage -
research into physical activity relationships
and children's progress toward achievement
of the national standards. Journal of Teaching
in Physical Education, 26, 338-349.
Annie Machamer and Karl Zang

2. Type of, purpose of study/paper,
theoretical framework/background
• Longitudinal quantitative study
• Social cogitative and self-determination theory
– Environment effects behaviour
– Motivation continuum (amotivation -> extrinsic ->
intrinsic)
• Examine NASPE standards
– Attainability in elementary aged children (7-12)

3. Background and significance of
study…what did it report to add?
• Physical Education suffered backlash from education community
– Scapegoat for poor grades
– ‘not academic’ enough
• Physical education a possible solution for childhood obesity
– Keeps kids active during school day
– one part of keeping kids physically active
• NASPE standards developed out of education reform
– PE teachers had no nationally unifying curriculum
– Still no national assessments for accountability
• It is a comprehensive effort to develop participation in PA
– CSPAP

4. NASPE Standards
• Standard 1: Competence in motor skills and
movement patterns needed to perform variety of
physical activities
• Standard 2: Understanding of movement
concepts, principals, strategies, and tactics as
they apply to the learning and performance of
physical activities
• Standard 3: Participates regularly in physical
activity

5. NASPE Standards cont.
• Standard 4: Achieves and maintains a health-enhancing
level of physical fitness
• Standard 5:Exhibits responsible personal and
social behavior that respects self and others in
physical activity settings
• Standard 6:Values physical activity for health,
enjoyment, challenge, self-expression, and/or
social interaction

6. Methods/Analysis
• Community summer PA program
– 9 assessments over 4 years
– 3 standards tested
• Standard 1
– SC PE Assessments developed by Rink and
colleagues were used

7. Methods/Analysis
• Standard 3
– PA recall
– Wear monitors during instructional days
• Standard 4
– Age- and gender-specific standard for 5
Fitnessgram components

8. Graber, K. C., & Locke, L. F. (2007). Chapter 7:
Are the national standards achievable? -
conclusions and recommendations. Journal of
Teaching in Physical Education, 26, 416-424.

9. Findings/Main arguments
• Significance of Physical Education
– Increasing amount of required PE in schools
– Most active/skilled higher exposure to PE
• Redefining Physical Fitness
– 60% participants unfit according to Fitnessgram
– Possibility of higher percentage of unfit children
• Enjoyment
– Directly related to PA engagement
– PE teachers reinforce positive learning, enables recognition of
enjoyment

10. Findings/Main arguments
• Community PA Programs (CSPAP)
– Extension of PE
– Year-long programs
• Support from Influential Others
– Critical in PA engagement
– PE introduction of sports
– Parents and coaches fostered enjoyment
• Environmental influence
– Backyard vs. community park
– Transportation issues
– “lead a horse to water, can’t make him drink”

11. Conclusions/implications for practice
and/or future research
• School and community linkages
– PE alone cannot prepare children for attainment
of NASPE standards
– High levels of accessibility to PA programs
• Role of the Physical educator
– More centralized role in developing school policy
– All professionals need to demonstrate that PE
makes a difference

12. Take Aways
• The whole child needs to be influenced
through CSPAP
– 5 components
• Standards are important to student learning.

13. Questions?
• What are the most important aspects you see
from this presentation in order to influence
levels of PA in students?
• How would you implement these into your
community/school?