Making the Connection: Health and Student Achievement

2. Coordinated Approach to School Health Physical Education Component Making the Connection: Health and Student Achievement Shane McNeill, Director Coordinated School Health Program

3. Uncoordinated System

4. Coordinated School Health Program Physical Education Health Education Family and Community Involvement Health Services Health Promotion for Staff Nutrition Services Healthy School Environment Health Education

5. It is difficult for students to be successful in school if they are: Depressed Tired Being bullied Stressed Sick Using alcohol or other drugs Hungry Abused Why Coordinated School Health?

6. Results of Poor Eating Habits and Physical Inactivity

7. Behavior MS YRBSS US YRBSS Insufficient Physical Activity 82% 75% Daily PE Class 23.4% 28.4% >3 hrs TV/school day 54.1% 38.2% <3 glasses milk/day 89% 82.9% <5 daily servings fruit/vegetables 80% 78% Poor Eating Habits and Physical Inactivity2003 Youth Risk Behavior Survey Grades 9-12

8. Behavior MS YRBSS %<> Insufficient Physical Activity 63.9% <18.1% Daily PE Class 23.4% NC >3 hrs TV/school day 47.4% <7.7% <3 glasses milk/day 89% NC <5 daily servings fruit/vegetables 79.6% Poor Eating Habits and Physical Inactivity2007 Youth Risk Behavior Survey Grades 9-12 Mississippi Success!!! >.4%

9. Research Substantiates the Effort • Physical Activity appears to boost students’ ability to concentrate and to reduce disruptive behaviors, which has a considerable positive impact on their academic achievement (Symons, 1997). • Students who regularly attend school breakfast programs perform better in school, exhibit less hyperactivity in the classroom, and show better daily attendance (Alaimo, 2001; Kennedy and Davis, 1998; Murphy, 1998; Powell, 1998).

10. Research Substantiates the Effort • Schools that have eliminated competitive foods and substituted them with nutritious choices report that students’ concentration and behavior improve (Anderson, 2002). • Intensive physical activity programs for students led to an improvement in students’ scores in mathematics, reading, and writing and to a reduction in disruptive behaviors in the classroom (Sallis, 1999).

11. Relationship between Health and Academics “No educational tool is more essential than good health.” Council of Chief State School Officers “Health and success in school are interrelated. Schools cannot achieve their primary mission of education if students and staff are not healthy and fit physically, mentally, and socially.” National Association of State Boards of Education

12. Why? If schools do not deal with children’s health by design, they deal with it by default. Health is Academic, 1997

13. Physical Ed or “Fizz” Education • Through Physical Education, we as educator’s can provide students with skills necessary for lifelong participation in physical activity. • Through Physical Education, we can work to build decision making skills that are necessary to promote health-enhancing decisions. • Through Physical Education, we teach cooperation, communication, decision-making, etc.

14. “Fizz” Ed • Girls in the bleachers and boys playing basketball • No motivation from the teacher • The less skilled players are left out

15. Functions of Physical Education! • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. • Demonstrate understanding of movement concepts, principals, strategies and tactics as they apply to the learning and performance of physical activities. • Exhibit a physically active lifestyle. • Achieve and maintain a health-enhancing level of fitness. • Exhibit responsible personal and social behavior that respects self and others in physical activity settings. • Value physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

16. Curriculum Cycle • Six Year Cycle • 12-18 month process • K-16 involvement • Textbook Adoption alignment

17. Doug Blakeney Dr. Joe Cole James Collier Oma Steele Davis Dr. Paula Dahonney Harriett Ellett Stephanie Green Patrice Lovdahl Amy Martin Kerry McCoy Bettie Winters Mary Myrick Milton Smith Wilma Strickland Kandy Stringer William Thomas Gwendolyn Vaughn Cathy Ward Carolyn Whitehead Dr. Milton Wilder Dr. Hill Williams Jeanney Woodberry Physical Education Revision Team

18. Components of the Frameworks • Mission Statement • Philosophy • Purpose • Grade or Course Description • Literature Connections • Technology Connections • Glossary • Resources

19. 2006 Mississippi Physical Education Framework Content Strands Competencies Objectives Strategies Assessment

20. Community/Environmental Health Personal Health Nutrition Disease Prevention and Control Family Life Consumer Health Mental Health Safety and First Aid Drug Abuse Prevention Human Growth and Development Content Strands

21. Assessment for Physical Education Teacher Observation Skills Test Written Test Parent Reports Written Assignment Student Contracts Role Playing Interviewing Checklist Student Journals Self Assessments Other

22. What is Quality Physical Education? • fun for everyone!!!!!!!!!! • provides a planned, sequential program of instruction • incorporates cognitive skills that should be encouraged through physical challenges • develops a physically active lifestyle

23. Promote Physical Education • Don’t just talk to the inhouse; also talk to the outhouse! • Encourage students to participate by your words and actions. • “If your horse is dead… dismount” (Nausler) • Unleash Potential

24. “He did each thing as if he would do nothing else” spoken of Charles Dickens. Am I doing everything possible to unleash the potential of my students?

25. Guidelines for your program • Have students understand the F.I.T.T. principle! • Have students warm-up, work-out, and cool down! • Teach students the benefits of physical activity!

26. How to begin a Quality Physical Education Program! • Plan developmentally appropriate lessons based on state standards. (heart rate) • Use a variety of lead-up activities and games that are exciting. • Allow limited competition, but also teach students to compete against themselves. (Fitnessgram) • Include everyone and mix skill levels. • Use resources and lesson plans with other physical education teachers across the state.

27. Beginning continued • Participate in programs such as Physical Best, Fitnessgram, and Governor’s Award for Physical Education so your students and your school receive recognition. • Use praise phrases. • Promote safety. • Teach across the curriculum by regularly incorporating math skills, science skills, reading skills, technology, etc. • Have FUN!!!

28. Skill Development Regular, healthful physical fitness Improved physical fitness Support for other subject areas Self-discipline Improved judgment Stress reduction Strengthened peer relations Experiencing goal setting Quality Physical Education Programs

29. Classroom Management • Set goals for the program • Set individual goals • Start and stop keywords • Whistle mixing • Positive reinforcement • Plan enough activities to keep students on task • Promote “thank you”, “give me a hand”, etc.

30. “The difficulty lies not so much in developing new ideas as in escaping from the old ones.” John Maynard Keynes

31. Create a rubric to measure students’ progress and provide feedback privately. Observe students to see if they are applying the learned skills in real-life situations. Self assessment Keep a summative evaluation on file. PhysicalBest and Fitnessgram are two ways to measure students, however, should not be a means of determining a student’s grade. Peer assessment Assessment

32. Example of a Rubric Demonstrate competency in some movement forms and proficiency in a few movement forms. Skill-Dribbling a basketball • Head up- 10 pts _____ • Knees bent-10 pts _____ • Using fingertips for dribbling- 10 pts _____ • Dribbling Ball below knees- 10 pts _____ • Switching hands while dribbling- 10 pts _____

33. Resources for you • Centers for Disease Control (CDC) • Fitnessgram • PhysicalBest • President’s Challenge • American Cancer Society • NASPE- 1-800-213-7193 ext.461 • School Health Index – CDC • American Heart Association- Jump Rope forHeart • Take 10 • MAHPERD, MASH

34. Get Commitments • Try to get commitments from other people (principals, teachers, nurses, and cafeteria staff) in the school to help you promote physical activity and health • Individual commitments- get commitment from participants

35. It is your job, but do you have passion? • Make it a priority to help students build skills necessary to make health-enhancing decisions. • Lead by example. • Encourage, encourage, encourage! • Have fun!

36. Games • Give me a hand: When touched students must drop to one knee. To get up someone must help them up. When they get helped up, they must say thank you. Before beginning have students demonstrate a proper tag to show responsible personal and social skills. • Off the Wall- physically active lifestyle: Have students check heart rate.

37. Games continued • Ameoba Tag- cooperation • Wagon Wheel- listening skills, warm-up

38. Am I unleashing the enthusiasm of possibility thinking to find solutions for even seemingly impossible situations? • We as teachers are faced with what seems to be an impossible task, but if we create a passion for what we do and work to instill lifelong participation in physical activity in every student we teach, together we can make a huge difference.

39. Initiatives • Local School Wellness Policy • Start Up Grants • Physical Education Framework Training • Comprehensive Health Framework Training • John D. Bower, M.D. School Health Network • The Bower Foundation Vending Machine Case Study and Vending Regulations • HIV/AIDS Policy Guide for Development • HIV/AIDS Prevention Grants • School Health Council Training • Mississippi School Health Successes

40. Resources • Health is Academic, Eva Marx and Susan Wooley • Physical Best Activity Guide, American Alliance for Health, Physical Education, Recreation, and Dance • Thinking for a change, John Maxwell