Illinois Enhanced Physical Education Standards

1. Illinois Enhanced Physical Education Standards Mary L. Henninger, Ed.D. Illinois State University

2. Public Act 97-1102 • Enhanced P.E. entails increasing the amount of time students spend in moderate to vigorous physical activity (MVPA) in P.E. class • Revised Goals 19-24 of the Illinois Learning Standards for Physical Development and Health

3. Benefits of Enhancing P.E. and School-Based Physical Activity

4. This document is a product of the Enhanced P.E. Task Force. Illinois Public Act 97-1102 created the task force, which is charged with promoting and recommending enhanced P.E. programs that can be integrated with a broader wellness strategy and health curriculum in K-12 schools in Illinois. • Students spend at least 50% of P.E. class in MVPA by participating in small-sided games, reduced wait-time and time spent taking attendance or giving instruction, and other approaches that minimize inactivity • Administrators schedule P.E. before challenging academic subjects to maximize the residual cognitive benefits of activity on learning and academic achievement • Teachers emphasizes health-related fitness and achievement of each student’s personal best, modifying instruction to accommodate varying levels of physical ability • Teachers emphasize teamwork and cooperation • Schools periodically evaluate P.E. curriculum and instruction against state and national standards • P.E. includes a broader wellness approach focused on developing life-long skills for physical activity and nutrition How to Maximize the Benefits of P.E.

5. Differences between outdated P.E. and Enhanced P.E. • Curriculum • Skills and rules to play team games (e.g., basketball, football, soccer, baseball) • VS • Physical competence and cognitive understanding about physical activity so students can be active for a lifetime (e.g., fitness activities, outdoor education, individual lifetime activities, dance, integrated lessons) • Grouping • Large groups; limited equipment; Athletes are leaders • VS • Small groups; adequate equipment for active participation; All students have opportunities for success

6. Differences between outdated P.E. and Enhanced P.E. • Fitness Emphasis • Skill-related; Comparison to national norms • VS • Emphasis on health-related fitness components; Students engaged in self-testing, applying principles of fitness, designing an individual program based on personal goals; Students understand that they ‘own their own fitness’ and learn • to maintain and improve it to optimize health and well-being; Students understand how level of fitness affects health and • cognitive function • Instruction • Teacher-directed; Teacher controls and paces the entire lesson • VS • Teacher as coach/guide; Uses instructional strategies to allow students to progress at individual pace and to self-assess; Maximize time engaged in moderate to vigorous activity in order to reap benefits to cognitive function and cardio-respiratory health

7. Differences between outdated P.E. and Enhanced P.E. • Social Skills • Emphasis on competition –winning and losing • VS • Emphasis on cooperation, working together as a group, leadership, conflict resolution during active participation situations; Develop self-awareness and self-management skills to achieve school and life success*; Use social-awareness and interpersonal skills to establish and maintain positive relationships*; Demonstrate decision-making skills and responsible behaviors in school* • Grading and Assessment • Based on attendance, dress, skill level, fitness scores • VS • Based on self-improvement, self-evaluation; peer assessment; skill rubrics; Used to monitor and reinforce student learning

8. Differences between outdated P.E. and Enhanced P.E. • Games • Teacher officiates games, giving feedback on skill performance and knowledge of rules; large group games; students waiting in line to play; winning emphasized • VS • Students engage in activities and sports with a health-related • fitness component; Emphasis on participation and getting everyone active • Technology • Stop watch • VS • Computers; pedometers; heart rate monitors; other fitness technology Adapted from materials by: American Academy of Pediatrics, Illinois Chapter; IAHPERD; American Heart Association

9. Why Enhanced P.E.? Institute of Medicine of the National Academy of Sciences issued the report Educating the Student Body: Taking Physical Education and Physical Activity to School, which declared that physical education (P.E.) is as important as math, science, or any other core subject, not only because of its importance to lifelong health and well-being, but also because of the benefits that quality P.E. has on academic performance.

10. Return on Investment • Relationship between both physical activity and fitness and improved cognitive and executive functioning • Active children show greater attention, have faster cognitive processing speed, and perform better on standardized academic tests than children who are less active. • Active Kids Learn Better

11. Return on Investment • Positive associations between P.E. and attention/concentration, self-concept, impulse control, perception of academic or intellectual competence, and other cognitive skills and attitudes • Higher physical fitness achievement was associated with better school attendance rates and fewer disciplinary incidents • Active Kids Behave Better

12. Return on Investment • Being physically active and fit can reduce the risk of chronic diseases like type 2 diabetes, heart disease, and some cancers – even in the presence of higher body mass index (BMI). • Children who are more physically active fall asleep an average 15 minutes sooner – and better - than their sedentary peers. • Active Kids Feel Better

13. Questions? • For more information please go to: http://www.isbe.net/EPE/html/EPETF.htm