Advocating for Quality Physical Education We Need More P.E. in School

1. Advocating for Quality Physical EducationWe Need More P.E. in School Nate Miller 8/25/2014

2. Is it Physical Education or Physical Activity? Understanding the Difference Physical Education • Teaching skills and knowledge needed to establish and sustain an active lifestyle • Physical Education teachers assess student knowledge, motor and social skills, and provide instruction in a safe, and supportive environment • Physical Education should NOT be compared to or confused with other physical activity experiences such as recess, intramurals, or recreational endeavors “A quality physical education program provides learning opportunities, appropriate instruction, meaningful and challenging content for all children.” (AAHPERD, 2014)

3. What Constitutes a Quality Physical Education Program? • Opportunity to Learn: • Instructional periods totaling 150 minutes per week (elementary) and 225 minutes per week (middle and secondary school) • Qualified physical education specialist providing a developmentally appropriate program • Adequate equipment and facilities (NASPE, 2003)

4. What Constitutes a Quality Physical Education Program? (cont.) • Meaningful Content: • Instruction in a variety of motor skills that are designed to enhance the physical, mental, and social/emotional development of every child • Fitness education and assessment to help children understand, improve and/or maintain their physical well-being • Development of cognitive concepts about motor skills and fitness • Opportunities to improve their social and cooperative skills and gain a multi-cultural perspective • Promotion of regular amounts of appropriate physical activity now and throughout life (NASPE, 2003)

5. What Constitutes a Quality Physical Education Program? (cont.) • Appropriate Instruction • Full inclusion of all students • Maximum practice opportunities for class activities • Well-designed lessons that facilitate student learning • Out of school assignments that support learning and practice • No physical activity used as punishment • Uses regular assessment to monitor and reinforce student learning (NASPE, 2003)

6. What Constitutes a Quality Physical Education Program? (cont.) • Student and Program Assessment • Assessment is an ongoing, vital part of the P.E. program • Formative and summative assessment of student progress • Student assessments align with state/national physical education standards and the written physical education curriculum • Assessment of program elements that support quality physical education • Stakeholders periodically evaluate the total physical education program effectiveness (NASPE, 2003)

7. Physical Education is Critical to a Complete Education “The healthy, physically active student is more likely to be academically motivated, alert, and successful.” -NASPE • Physical Benefits • Cognitive Benefits • Affective Benefits • Physical Activity Improves the Quality of Life (NASPE, 2001) (AAHPERD, 2014)

8. Physical Education is Critical to a Complete Education (cont.) Physical Benefits • Elementary • Locomotor, non-locomotor, and manipulative skills • Body, space, effort, and relationships • Fundamental motor patterns (e.g. jump, throw, skip, hop, catch, and kick) • Middle School • Application of fundamental movements including traditional sports, adventure activities, and lifetime or leisure-oriented activities • Refining, combining and applying a variety of sport-related and lifetime skills • Develop specific fitness components, set goals and assess personal fitness levels • High School • Students begin to make decisions and choices in taking increased responsibility for themselves • Conceptual and practical understanding of health-related physical fitness and how to maintain a health-related level of physical fitness. (NASPE, 2001)

9. Physical Education is Critical to a Complete Education (cont.) Cognitive Benefits • Elementary • Young children learn through active engagement with the “stuff” of their world. • Physical education provides children with learning experiences essential to the formation of mental schemes (i.e., mental patterns or systems that describe the ways people think about the world; building blocks of thinking) • Quality physical education programs facilitate exploration of movement in various contexts that enhance acquisition of knowledge • Middle School • These students are intensely curious, prefer active to passive learning, and definitely favor interaction with peers during learning activities • Research shows that students miss fewer days of school because of illness and exhibit greater academic achievement because of physical vitality gained in physical education. • High School • Learning opportunities so they can understand the mechanical, physiological and social-psychological aspects of physical activity • Ability to compare and contrast, analyze, and synthesize information • Students will more fully understand the role of physical activity in preventative health and analyze the pros and cons of various types of physical activity in lifelong health (NASPE, 2001)

10. Physical Education is Critical to a Complete Education (cont.) Affective Benefits • Elementary • Development of self-esteem • Children who are more active may have greater social success and positive relations with peers • Personal feelings of success and achievement in physical activity settings • Explorations of various movement capabilities contribute to feelings of joy and accomplishment • Middle School • Leadership, socialization, and goal setting skills • Psychological well-being, future participation and self-esteem • Cooperation towards common goals • High School • Personal interests, an array of activities from which students can select • Develop positive attitudes, habits, and perceptions • Guide student choices and help them become self-directed in the selection of activities that are satisfying (NASPE, 2001)

11. Physical Education is Critical to a Complete Education (cont.) Physical Activity Improves the Quality of Life • Improves functional status and limits disability during the middle and later adult years • Contributes to quality of life, psychological health, and the ability to meet physical work demands • Serves as a vehicle for helping students develop knowledge, attitudes, motor skills, behavioral skills, and confidence • Development of physical competence, health-related fitness, self-esteem, and overall enjoyment of physical activity • Enables students to make informed decisions and choices • Evidence suggests that the level of participation, the degree of skill, and the number of activities mastered as a child directly influences the extent to which children continue to participate in physical activity as an adult • Provides important opportunities for challenge, social interaction, group membership, as well as opportunities for continued personal growth in physical skill • Maintain healthy, active lifestyles and engage in enjoyable, meaningful leisure-time pursuits (NASPE, 2001)

12. What constitutes a Highly Qualified Physical Education Teacher • Possess the skills, knowledge, and values basing their teaching on the NASPE national standards for K-12 Physical Education. • Understand the importance of meeting the needs of all types of learners using a variety of instructional strategies. • Provides developmentally appropriate physical activities that give a purpose to their curriculum and illustrate that physical education has meaningful, educational, and significant content. • Manage the day-to-day functions necessary for classes to run smoothly, as well as plan and deliver instruction of the physical education content including appropriate practice opportunities that contribute to attainment of specific learning goals. (NASPE, 2007)

13. What constitutes a Highly Qualified Physical Education Teacher (cont.) • View assessment as an integral component of the teaching-learning process. • Demonstrate professionalism and ethical behavior in the learning environment through positive interactions with students, colleagues, administrators, and community members. • Engage in reflective practices while systematically reviewing their curriculum, teaching practices, and assessment tools. • Constantly seeking to update and refine their professional credentials. (NASPE, 2007)

14. Class Sizes in Physical Education The National Association for Sport and Physical Education (NASPE) recommends that the size of the physical education class be consistent with those of other subject areas for safe and effective instruction. • Maximum 1:25 for ES, 1:30 for MS, 1:35 for HS (NASPE, 2006)

15. Large Class Size – Consequences As class size increases above recommended levels, safe and effective instruction may be compromised. • Decreased instructional time due to management issues • Insufficient amounts of equipment and activity and space • Decreased practice opportunities resulting in a slower rate of learning • Decreased student time spent in activity during class • Decreased ability to provide individualized instruction • Increased risk of student injury • Increased opportunity for “off task” behavior of students (NASPE, 2007)

16. Why Children Need Physical Education • Improved Physical Fitness • Skill Development • Regular, Healthy Physical Activity • Support of Other Subject Areas • Self Discipline • Improved Judgment • Stress Reduction • Strengthened Peer Relationships • Improved Self-confidence and Self-esteem • Experience Setting Goals “Regular physical activity is one of the most important things you can do for you health” - CDC (AAHPERD, 2014)

17. Common MythMore time spent in physical education results in a decrease in academic performanceLet’s look at some data…

18. 3 Million Children Study: Fitness Up = Academics Up (Phit America, 2013)

19. Pre and Post ActivityRecent research studies are showing increased fitness = improved academics! Note: The blue color represents inactivity in the brain. Active Body = Active Mind (Phit America, 2013) Source: University of Illinois at Urbana, Champaign, Urbana, IL

20. Obesity Pandemic • For the USA: • Of 22 industrialized countries, the U.S. has the highest obesity statistics • 2/3 of Americans over age 20 are overweight • Nearly 1/3 of Americans over age 20 are obese • According to the American Cancer Society, obesity cost an estimated $75 billion in 2003 because of the long and expensive treatment for several of its complications • According to the National Institute of Health, $75-$125 billion is spent on indirect and direct costs due to obesity-related diseases Obesity Counter (Phit America, 2013)

21. (Phit America, 2013)

22. Projected Obesity Related Healthcare Costs 2010 to 2030 (Phit America, 2013)

23. (Phit America, 2013)

24. (Phit America, 2013)

25. Inactivity Percentages Keep Increasing (Phit America, 2013)

26. Conclusion – Quality P.E. • Physically active and fit children tend to have better academic achievement. • Evidence links higher levels of physical fitness with better school attendance and fewer disciplinary problems. • Physical education and regular physical activity improves academic achievement, including enhanced concentration skills and classroom behavior. • Children need quality physical education! Childhood Obesity: Quality P.E. as a Solution (SPARK, Inc., 2003) (Active Living Research, 2003)

27. "You can't educate a child who isn't healthy, and you can't keep a child healthy who isn't educated.“ - M. Jocelyn Elders, MD

28. References Ballard, K, Caldwell D, Dunn C, Hardison A, Newkirk, J, Sanderson M, ThaxtonVodicka S, Thomas C Move More, NC's Recommended Standards For Physical Activity In School. North Carolina DHHS, NC Division of Public Health, Raleigh, NC; 2005. National Association for Sport and Physical Education. (2003). What constitutes a quality physical education program [Position statement]. Reston, VA: Author. National Association for Sport and Physical Education. (2001). Physical education is critical to a complete education [Position statement]. Reston, VA: Author. National Association for Sport and Physical Education. (2007). What constitutes a highly qualified physical education teacher [Position statement]. Reston, VA: Author. National Association for Sport and Physical Education. (2006). Teaching large class sizes in physical education: guidelines and strategies [Guidance document]. Reston, VA: Author. SPARK, Inc. (2003). Countering Childhood Obesity Since 1989. Retrieved March 30, 2014, from SPARK: www.sparkpe.org Trost, S. G. (Summer 2009). Active Education. Retrieved March 3, 2014, from Active Living Research: http://activelivingresearch.org/files/ALR_Brief_ActiveEducation_Summer2009.pdf