This document summarizes a longitudinal study that examined children's progress toward achieving the National Association for Sport and Physical Education (NASPE) standards. The study found that while physical education is important for physical activity, most children did not meet fitness standards. It concludes that achieving the NASPE standards requires coordinated school and community programs to encourage physical activity throughout the year.

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?