Physical Education Physical Activity: Policy and Assessment

1. Physical Education Physical Activity: Policy and Assessment Philip W. Scruggs, Grace Goc Karp, Helen B. Brown, David R. Paul, Chantal A. Vella, & Christa A. Davis

2. Physical Activity in SocietyHealthy Active Lifestyles Initiative Environment Free-Living Physical Activity Active Infrastructure Sport/Recreation Centers/Leagues Workforce Community After-School Programs Media/Informational Civil Eng. Education Land Arch. MS/Kines Physical Education Community Service Conser. Soc. Sci. C&I Energy Bus. Eco. Politicians Recess Ed Leader. Schools Medical Religious Institutions Crime Teachers Religious Leaders Play Students Activity/Fitness Breaks Fam/Cons. Sci Model/Support Parents Health Care Home-Based Classroom Extracurricular Family Structured Physical Activity Community Morale ADA, ‘06; CDC, ‘06, ’09, ’11; IDSDE, ‘10; IOM, ’12; NASPE, ‘09; Pate et al., ’06; RWJF, ’10; USDHHS/USDE, ‘00

3. Physical Education Physical Activity CDC, ‘06, ’09, ’11; IDSDE, ‘10; IOM, ’12; NASPE, ‘09; Pate et al., ’06; RWJF, ’10; USDHHS/USDE, ‘00

4. Physical Activity Policy Goal: Schools a Focal Point • Strengthen Policy for Physical Education Quality and Assessments • Healthy, Hunger-Free Kids Act 2010 • Elementary/Secondary Education Act • Funding for Quality Physical Education • Daily Physical Education • Implement Physical Education Standards • Align w/Appropriate Practice Guidelines • Physical Activity, ≥ 50% of the Lesson • Holistic School Physical Activity Policy • Active Transport • Intramurals • Classroom Breaks • Active Recess • After-School Programming • Classroom Activity Integration • Improve/Maintain Environment IOM, ’12

5. Idaho Physical Education Standards • Standard 3: Valuing a Physically Active Lifestyle • Goal 3.1: Participate daily in physical activity for health, enjoyment and/or satisfaction, challenge, self-expression and/or social interaction. • K-2,3-5.PE.3.1.1 Participate in developmentally appropriate moderate to vigorous physical activity a minimum of 33% of the lesson time (e.g., time assessment, pedometer = 1800 steps in a 30 minute class or 60 steps per minute, etc.). • 6-8,9-12.PE.3.1.1 Participate in developmentally appropriate moderate to vigorous physical activity a minimum of 50% of the lesson time(e.g., time assessment, pedometer = 3200 steps in a 40 minute lesson or 80 steps per minute, etc.). Standard Writing Team, 1-2/’09 State Board of Educ., 4/’09 Public Comment, 4-5/’09 Legislature Approved, 1/’10 District Adoption, 8/’10 IDSDE, ‘10

6. Physical Education Physical Activity Assessment • Objective Assessment of Physical Education Physical Activity A Further Analysis of Pedometer Steps/Min Guidelines (Scruggs, in press; N = 1,152) • Pedometer Steps/Min Guidelines • 33% = 60 steps/min • (Scruggs et al., ‘03; ’05; Scruggs, ‘07) • 50% = 80 steps/min • (Scruggs, ‘07; Scruggs et al., ‘10) 50% 33%

7. Idaho Physical Education Physical Activity Surveillance • Purpose • To provide data on the revised physical education physical activity policy (standard) for amount of class time students engage in moderate to vigorous physical activity. • Policy Implications • Accountability (i.e., enforcement), a feasible and sustainable monitoring mechanism for surveillance • Achievement, correlates of meeting and not meeting policy • Dissemination • Results and recommendations to stakeholder, policy maker and professional communities

8. Physical Activity Surveillance Protocol Mail Recruitment Flyer (N=690) Idaho Physical Education Survey Contact Teacher via Email and Phone Review and Explain Protocol Details Teacher Submitted Interest via Email Pre-Data Collection Phone Interview (N=27) Entered into Pool by Region Waitlist Prepare and Mail Research Materials Key Project Documents Emailed Teacher Collects Data in Classes (N=200) Student Steps/Min(N=4,858) and BMI (N=4,421) School Administrator Approval (N=34) Teacher Consent (N=50) Teacher Returns Materials (except pedometers, N=1,300) Post-Data Collection Phone Interview (N=20) Assignment of Data Collection Season

9. Idaho Physical Education Physical Activity Surveillance 33% or 60 Steps/min 45% 50% 54% M = 60.25 SD = 28.85 N = 4,097 M = 63.30 SD = 28.96 N = 4,192 M = 63.90 SD = 29.40 N = 4,081 50% or 80 Steps/min 21% 26% 29% 47% 51% 81% M = 61.52 SD = 28.92 N = 4,039 M = 64.27 SD = 29.67 N = 3,854 M = 85.78 SD = 29.20 N = 4,858 24% 29% 56%

10. Idaho Physical Education Physical Activity Surveillance 21%, 24%(45%) 23%, 26%(49%) 27%, 27%(54%) 9%, 12% (21%) 12%, 14% (26%) 13%, 16% (29%) M = 57.17 SD = 27.79 N = 2,165 M = 63.72 SD = 29.73 N = 1,899 M = 60.77 SD = 27.66 N = 2,157 M = 67.42 SD = 31.03 N = 1,872 M = 59.65 SD = 29.19 N = 2,233 M = 67.50 SD = 28.20 N = 1,912 23%, 25%(47%) 23%, 28%(51%) 41%, 40%(81%) 11%, 9% (20%) 12%, 17% (29%) 27%, 30% (57%) M = 81.98 SD = 28.90 N = 2,551 M = 90.55 SD = 28.91 N = 2,222 M = 57.50 SD = 27.48 N = 2,155 M = 66.43 SD = 29.76 N = 1,845 M = 58.53 SD = 28.76 N = 2,041 M = 71.07 SD = 29.23 N = 1,771

11. Idaho Physical Education Physical Activity Surveillance • Assessments • President’s Challenge • Skill Testing • Dressing Down • Participation/Effort • Journals • Why • Fitness Levels & Improvement • Improvement in Skills • Moving • District Writing Assessments; Goal Setting Pre- Pedometer Data Collection What assessments do you use and why?

12. Idaho Physical Education Physical Activity Surveillance “Every week I select a star student for the following week and they are responsible to bring in a current event on of the internet or magazine or newspaper article and give a summary to the class. It’s been awesome because they are bringing in nutrition stuff and sport stuff. They are finding some really neat stuff ..I think it is helping kids become more aware of the general public attitude towards fitness.” “Well our team of PE teachers in the district, are like other Idaho schools and are trying to find ways to prove ourselves for pay for performance. And we had to turn into the district a plan with different ways that we would encourage reading, language and mathematical skills. This was part of our language, some of the teachers are doing this and others are doing journaling and so forth.” (T4, ES)

13. Idaho Physical Education Physical Activity Surveillance • Advantages • ‘Make students aware of their movement patterns’ • ‘Make them be aware of how much activity they did that day’ • ‘Excitement, buzz, motivation’ • ‘Made classroom teachers aware of P.E.’ • ‘Setting personal goals’ • Disadvantages • ‘Not fitting well’ • ‘Time it takes to show them the set up’ • ‘Students shaking them’ • ‘Time to take back, score and record everything’ Pre- Pedometer Data Collection Advantages & disadvantages about using pedometers to assess student activity?

14. Idaho Physical Education Physical Activity Surveillance ‘They start making personal goals for themselves, they see a visual on how many steps, kids start taking about it, they start comparing, OK I am going to take a 1000 more steps than you today. They start pushing themselves instead of me having to be the motivator, they become personally motivated.’ (T10, J/S) ‘The problem would be the time frame, you know getting the back and writing down the number. There is always so much equipment to put away and stuff going on. Also making sure I write it down and not them.’ (T12, HS)

15. Idaho Physical Education Physical Activity Surveillance • Fits Philosophy • ‘Keeps students moving even if you are not skilled’ • ‘So students are aware of how much activity they did that day’ • ‘It measures some form of participation • Use of Data • ‘To see how they can improve’ • ‘To see how we can improve’ • ‘Help us determine if our curriculum keeps kids moving’ • ‘Chart it and then compare it to my fitness data and scale a correlation’ • ‘Document daily participation’ • ‘So students can look at their own data as a baseline’ Pre- Pedometer Data Collection How does the use of pedometers fit into your philosophy - how will you use the data/information?

16. Idaho Physical Education Physical Activity Surveillance ‘I think it makes the students more cognizant of their own movement patterns. I think they think they have spent 50 minutes in PE class moving and the pedometers will show the difference between the kids that do spend the majority of the time moving and the ones that really take a lot of time on the sidelines.’ (T4, ES)

17. Idaho Physical Education Physical Activity Surveillance Post- Pedometer Data Collection • Instruction/Program • ‘Allowed me to evaluate my time in activity’ • ‘Made me rethink the activities I do - became aware of low cardio activities vs high cardio and when to include more activity’ • ‘There is a big difference in types of activities and those inside and outside.’ • ‘Because the students were excited I got excited.’ • Students • ‘Excited, motivated, incentive, challenging’ • ‘Competitive with themselves & others’ • ‘Varied – some did more some that are not active did not do more activity’ • ‘Time to take back, score and record everything’ • ‘Overweight students participated more’ What affect or impact did the pedometer have on your instruction, your overall physical education program andyour students?

18. Idaho Physical Education Physical Activity Surveillance ‘It allowed me to see the differences in the days in my instruction and evaluate my time and I know that sometimes we had twenty minutes of activity time where another day it would have been closer to forty minutes of activity time…. Since then I have been more aware of time so the kids are fully into the activity quicker.’ (T2, MS) ‘It was interesting because we had a broad spectrum from bowling which is a low cardio thing to higher ones like chasing. I think when we have those lower cardio activities we should include more cardio stuff. At least as a warm-up part of it.’ (T4, ES)

19. Idaho Physical Education Physical Activity Surveillance ‘Both competing with the person that got the most steps and they would ask each other on the way to the locker room oh I only got this what did you get so making those comparisons and then the next day we would put them on they’d say well I want to get this today and so they just really enjoyed that assessment they would do themselves and it was just fun watching them challenge them I didn’t have to challenge them they challenged themselves(T1, JHS) ‘…the non active kids seemed to be more active and checking them all the time, those bottom kids were much more into it. The athletes know they are working hard and they are not checking them like the lower kids were, I was surprised to see how much they were checking their pedometers.’ (T8, HS) ‘Some of the overweight kids had higher numbers than some of the healthy kids, I was surprised. They reacted positively. (T14, ES)

20. Idaho Physical Education Physical Activity Surveillance • Lessons Learned (ing) and Positions • Pedometers for Teachers/Programs • Connections/Communication • Keep-It-Simple • Practitioners, State and National Associations, and Research Drive Assessment/Accountability • Focus, Focus, Focus! • Putting the Pedometer to Work

21. Physical Education Physical Activity Assessment and Accountability & Physical Activity 

22. Physical Education Physical Activity Assessment and Accountability • Position • Describe your position on using physical activity assessment as an accountability measure in physical education? • If you were charged by your building/district administration to develop a student and/or teacher accountability measure, would you use NASPE Standard 3 - Public Health Objective of 50% of the class time students engage in moderate to vigorous physical activity? Why? • Practice • How would you envision the practice of physical education physical activity assessment? How would the data be used? • Why has the practice of physical education physical activity assessment not been widely adopted as an accountability measure of student and/or teacher performance?

23. Special Thank You Idaho Physical Education Teachers Idaho Department of Education Coordinated School Health Program (Pedometer Funding Support) Idaho Association for Health, Physical Education, Recreation and Dance University of Idaho Graduate and Undergraduate Research Assistants