Positive Physical Education

1. Positive Physical Education PUT YOUR NAME AND AFFILIATION HERE

2. Purpose of This Presentation To guide you (and the others you will assist) in serving as an articulate spokesperson for physical education Accurate and succinct information (�talking points�) Positive message Staying on message Convey the bottom line (�take home message�)

3. Disclaimer All physical education is not good physical education

4. Goal of Physical Education To develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity To guide youngsters in the process of becoming physically active for a lifetime

5. Popular Terms to Describe �Good� Physical Education Quality physical education Positive physical education

6. Positive Physical Education Another term for quality physical education Focus is on creating a positive environment in which all students can be successful Recognition that enjoyment of physical activity is a major influence on whether a person chooses to be active

7. Positive (Quality) Physical Education Opportunity to learn Qualified teachers Adequate time Meaningful content National/state standards for physical education Appropriate instruction Formative and summative assessment

8. Examples of Positive (Quality) Physical Education All children being active Stations Small group games Technology (pedometers, heart rate monitors) Choices Variety of activities Various practice levels Personal goals Cooperative Activities

9. Definition of a Physically Educated Person HAS learned skills necessary to perform a variety of physical activities IS physically fit DOES participate regularly in physical activity KNOWS the implications of and the benefits from involvement in physical activities VALUES physical activity and its contribution to a healthful lifestyle

10. Purpose of National Standards for Physical Education To define what a student should know and be able to do as a result of a quality physical education program Provides credibility to our profession as we are one of many disciplines with standards

11. National Standards, 2nd Edition Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities (Physical skills) Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities (Knowledge) Standard 3: Participates regularly in physical activity (Physical activity)

12. National Standards, 2nd Edition Standard 4: Achieves and maintains a health enhancing level of physical fitness (Health-related fitness) Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (Behavioral skills) Standard 6: Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction (Intrinsic value)

13. Physical Activity vs. Physical Education Physical activity = behavior Physical education = curricular area that teaches about physical activity (helps student attain the knowledge and skills; does not just provide an opportunity for students to be physically active) Students are physically active in physical education, but students are not (comprehensively) physically educated at recess or through sport participation

14. Recommended Amounts of Physical Activity and Education Physical activity At least 60 minutes, and up to several hours, a day of physical activity NASPE Dietary Guidelines for Americans (Federal government) Physical education ES: at least 150 minutes/week MS, HS: at least 225 minutes/week NASPE Others that support the NASPE recommendation (e.g., CDC)

15. The Bad News

16. Percentage of U.S. High School Students Who Attended Physical Education Classes Daily, 1991 - 2001 During that same time span, participation in daily physical education classes among high school students dropped from 42% to 27%. During that same time span, participation in daily physical education classes among high school students dropped from 42% to 27%.

17. Percentage of Schools that Require Physical Education, by Grade Nearly all states, districts, and schools also require students to take some physical education. Unfortunately however, as students progress from kindergarten through grade 12, schools provide progressively less physical education. About one-half of schools require physical education in grades 1 through 5, even fewer (25%) require it in grade 8, and only 5% require it in grade 12. Nearly all states, districts, and schools also require students to take some physical education. Unfortunately however, as students progress from kindergarten through grade 12, schools provide progressively less physical education. About one-half of schools require physical education in grades 1 through 5, even fewer (25%) require it in grade 8, and only 5% require it in grade 12.

18. Daily Physical Education for All Students Daily PE or its equivalent* is provided for entire school year for students in all grades in: 8% of elementary schools (excluding kindergarten) 6% of middle/junior high schools 6% of senior high schools Further, only 8% of elementary schools and 6% of middle/junior and senior high schools require daily physical education or its equivalent for the entire school year for students in all grades in the school. Further, only 8% of elementary schools and 6% of middle/junior and senior high schools require daily physical education or its equivalent for the entire school year for students in all grades in the school.

19. Percentage of U.S. Children and Adolescents Who Were Overweight*

20. Percentage of U.S. Children and Adolescents Who Were Overweight*

21. Prevention of Pediatric Overweight and Obesity American Academy of Pediatrics - August, 2003 Probability of childhood obesity persisting into adulthood� 80% during adolescence 20% at 4 years of age Probability that co-morbidities will persist into adulthood

22. Economic Costs US obesity-attributable medical expenditures in 2003: $75 billion Approximately 10% of total US medical expenditures Percent financed by taxpayers through Medicare and Medicaid Approximately 50%

23. Which begs the question� What might the statistics look like if kids in the U.S. had positive, daily physical education for 12 years of school?

24. The Good News

25. Recognized Solutions Physical activity Physical education

26. Physical Education�s Role in the Obesity Epidemic Physical inactivity is part of the problem Physical activity is part of the solution Physical education is a critical to increasing physical activity School physical education programs are the one place that: All children can participate in regular physical activity All children can become physically educated for a lifetime of physical activity

27. National Call to Action: Increase Physical Activity Among Youth Healthy People 2010 (2000) Dietary Guidelines for Americans (2000) Promoting Better Health for Young People Through Physical Activity and Sports: A Report to the President from the Secretary of Health and Human Services and Secretary of Education (2000) The Surgeon General�s Call to Action To Prevent and Decrease Overweight and Obesity (2001) Guide to Community Preventive Services (2001)

28. The Brain/Body Connection Research has not been conducted to conclusively demonstrate a link between physical activity and improved academic performance However, such a link might be expected Research does show that: Movement stimulates brain functioning Physical activity increases adolescents� self-esteem and reduces anxiety and stress�thus, through it�s effects on mental health, may help increase students� capacity for learning Increases in time for physical education did not lead to lower test scores

29. Time in the arts, physical education and school achievement 547 elementary school principals in Virginia responded to survey Time allocated for art, music and physical education with a specialist? Correlated with test scores from their schools No meaningful relationship found Results suggest that providing time for AMPE does not negatively impact test scores

30. The Relationship Between Fitness Levels and Academic Achievement, in California Grade 7

31. Typical Questions You May be Asked How much physical activity do children and adolescents need? What is the most important thing that schools can do to increase physical activity among children and adolescents? What are the biggest barriers for schools to provide quality physical education to all students? Can�t physical education be provided as part of recess? Why do schools have to take responsibility for the physical activity of students?

32. Conclusion Schools need to educate the whole child Physical education is the only curricular subject that develops a child�s physical self Children deserve a comprehensive education It�s up to taxpayers and decision-makers to make this happen It�s up to us (and our partners) to influence taxpayers and decision-makers

33. Resources www.naspeinfo.org www.pecentral.org www.pelinks4u.org www.pe4life.org www.cdc.gov/healthyyouth/physicalactivity www.ncppa.org www.actionforhealthykids.org www.fitness.gov

34. QUESTIONS AND DISCUSSION

35. Interscholastic Sports SS 271 Dr. Jack Watson

36. Topical Outline Educational mission Involvement Patterns Predications about the impact of sport on athletes and schools Consequences of H.S. sports Problems related to H.S. sports Reforms suggested for H.S. sports Summary Discussion Questions

37. Why Were Interscholastic Sports Created, and Why Do They Still Exist? What are the educational goals of most high schools? How do sports fit into a schools goals? How do sports benefit schools? How do sports benefit athletes? How do sports socialize individuals into society?

38. Involvement Patterns 6.5 million boys and girls involved in high school sports (59% male) Sports are run through the schools, not clubs, as done in Canada and Europe Money given to sports Popularity of sports Emphasis in school�s mission

39. Predicted Effects of Participation in High School Sports on Athletes Grades? Socialization? Popularity? Opportunities? Money? Self-Concept?

40. Sports in U.S. High Schools Importance Related to academics Attention Bringing students together Participant effects on athletes Popularity and other effects on athletes

41. Consequences of H.S. Sports Schools Raise money from community for resources Brings students together (unity) for common cause or collective goals Promotes school pride (�we� talk) Forces commitment to rules (creates role-models), promotes social control Teaches societal/school values Stops students form questioning the rules Drains energy and diverts attention Students Fame and acclaim Gifts/Money Social/Sexual Popularity Always good for males Can be good for females, with �in-group status� (changing) Character Who benefits and how? Common differences in boys include higher Self-esteem, aggression, and irritability, less honesty, independence and self-control In girls, related to increased perceived popularity, educational aspirations Adjustment to Failure

42. Consequences of H.S. Sports on Students Enjoyment of students Participation may be expected of students Lower moral development and reasoning Academic Benefits Can detract from academics Overall, grades are better Why might this occur? Reasoning for higher GPA�s Minimum grades needed for participation Selection of those into sport (some may choose not to participate) Causal relationship?

43. Problems and Controversies Related to Interscholastic Sports Cheating is Rampant Not consistent with academic goals of sport Autocratic Coaches Control all aspects of players lives �Win at all costs� Attitude Sport is treated as work, not play Teaches the cheating is acceptable Promotes Specialization by athletes Corporate sports (Friday Night Lights) Lots of $ spent on sports (stadiums, equipment, travel) Exposure and commercialization Channeling athletes into pros (early recruiting) Coaches paid much more than teachers

44. Problems and Controversies Related to Interscholastic Sports (Cont�) Demanding Schedules: take time away from school work. Begin too early: serve as a feeding ground/minor league for H.S. sports. Reinforcing Gender Roles: 900% increase in female participation from 1971 Budget problems schools charge for right to play sponsorship is accepted Elitism (only the few play) how is this educational

45. Reforming Interscholastic Sports Reduction of corporate sports Reduce schedules and travel Raise educational standards for athletes Let everyone play Increase student involvement Bring coaches back to faculty

46. Topical Summary Educational mission Involvement Patterns Predications about the impact of sport on athletes and schools Consequences of H.S. sports Problems related to H.S. sports Reforms suggested for H.S. sports

47. Chapter 5 Discussion Questions Can a system be developed that allows all interested H.S. students to participate in sports? If so, how would you do it? If not, what factors would make doing it impossible? What is an interscholastic coach�s role in fostering character development among players? Is this role consistent with educational and athletic goals? What differences, if any, exist in the sport programs of public and private high schools. What role, if any, do H.S. athletic coaches have youth sport development?