Transcript Physical education

Quality Physical Education: Past
Practice & Future Directions (USA)
Darla M. Castelli, PhD
University of Texas at Austin
Overview
Part 1: How was physical training during physical
education used to refine skill- and health-related fitness?
Part 2: What does quality physical education look like? Has
this changed over time?
Part 3: What are CSPAP, PYFP, and physical literacy and
how might these initiative shape the future of physical
education?
Glossary of Terms
1. Physical activity: Gross motor movements, requiring energy
expenditure beyond rest
2. Physical education: Planned, progressive learning
experiences that are part of a curriculum and delivered by
highly qualified physical education teachers
3. Physical fitness: A set of attributes that are either skill- or
health-related
4. Physical literacy: An outcome of physical education; The
embodiment of a physically active life by maximizing
potential
5. Sport/athletics: Structured competition that takes place
beyond the school curriculum
History of Physical Education
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German gymnastics
Swedish exercise for health
Physical training
1800’s physical education include across America
The Round Hill School, a private school established in
1823 in Northampton, Massachusetts
Physical Fitness
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"The Soft American" in Sports
Illustrated
Council on Physical Fitness
President's Council on Physical
Fitness and Sports
On July 19, 1961, John F. Kennedy
urges schools to adopt youth
fitness guidelines
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15 mins of MVPA, assessment
Movement Education
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Rudolf von Laban (1879-1958) is the pioneer
Movement concepts applied across three domains
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Physical
Cognitive
Affective
“Physical education is of the physical through the physical”
Physical education lessons were presented by using
questions
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How many different ways can you take weight on you hands?
Standards-Based Physical Education
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A Nation at Risk (1983)
Physical Education’s Role in Public Health (Sallis &
McKenzie, 1991)
Critical Crossroads (1992)
NASPE Physical Education Content Standards
(1995 & 2004 & currently under revision)
Childhood Obesity
In the last 30 years…
 Obesity has doubled in children (7% - 18%)
 Quadrupled in adolescents (5%-21%)
 More than 1/3 of youth are overweight or obese
Obesity is a
global issue
Global Cost of Obesity
Physical Activity
Youth aged 6–17 years should participate in at least 60
minutes of physical activity daily.
 Only 27% of high school students get 60 –mins MVPA
 Only 6% of U.S. schools offer daily physical education
Emerging Initiatives Since 2005
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Idea of the Director’s of Physical Activity
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Fuel Up Play 60
CSPAP position statement (NASPE, 2008)
Physical Activity Guidelines for Americans (USDHHS, 2008)
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PE Teachers as Physical Activity Leaders (PALs; Castelli & Beighle, 2007)
Preparing PALs through teacher education (Beighle, Castelli et al., 2009)
Youth PA: The role of schools (CDC, 2009)
First Lady Michelle Obama’s Let’s Move! (2010)
Let’s Move in School (NASPE, 2011); Let’s Move! Active Schools
Part 2: Quality Physical Education &
Appropriate Practices
Quality Physical Education
To develop skills, knowledge, and dispositions by providing…
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Opportunities to learn
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Meaningful content
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Appropriate instruction
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Assessment
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Developmentally appropriate
Elementary: 150-mins;
Secondary: 225-mins
Maximized, safe participation
Varied and enjoyable
Highly qualified physical
education teacher
Motor skills, fitness, &
knowledge
Quality Physical Education
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Comprehensive effort to improve skills, knowledge and
dispositions
Educate students to lead a physically active lifestyle
Actualize its potential benefit within each child
Integrate technology whenever possible
Create a student & parent demand for QPE
Physical Education Examples
Appropriate Practices:
 Students should learn to play a variety of individual and
team, physical and sport-oriented activities
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Refine motor skills
Build self-efficacy
Promote PA to other students, family members, or teachers
who do not have physical education
Set PA goals and monitor progress
Identify where students can be active in the community
Assess and track physical activity, physical fitness, & healthy
eating
Part 3: Future Directions
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Comprehensive School Physical Activity Programs (CSPAP)
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Presidential Youth Fitness Program (PYFP)
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Physical Literacy as an outcome of QPE
CSPAP
Physical Activity Opportunity Variables’ Mean by Group
8
7
Treatment
PreTest
Treatment
PostTest
Control
PreTest
Control
PostTest
6
5
4
3
2
1
0
4.0
4.7
4.4
Opp. D.S
4.7
3.3
3.5
3.9
Opp. B/A
3.2
3.0
3.8
2.9
2.8
Opp. Fam/Comm
2.2
3.2
1.9
1.9
Opp. Staff
Note: * = Significant difference between Pre/Post; Opp. = Opportunities; D.S. = During School; B/A = Before
and After School; Fam/Comm = Family and Community Engagement
Evidence Supporting Teacher
Training & CSPAPs
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Relevant and meaningful professional development (PD)
for teachers
PD increases self-efficacy to provide PA for children and
adults (Centeio et al., 2013)
After PD teacher provide significantly more PA
opportunities across the school day (Carson et al., in press)
Teachers see it as their responsibility to implement CSPAP
(Centeio, Erwin, & Castelli, in press)
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Paucity of research examining the effects of CSPAP
implementation on student PA (Carson et al., 2014)
JTPE special feature on CSPAP (October 2014)
Schools and Physical Activity Promotion
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Physical Activity Leaders must minimize barriers,
advocate for their needs, and consider the context
Efforts must assist schools with meeting their
objectives
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Cost effective
User friendly
Sustainable
Embedded in school culture
Programs must be multifaceted
Presidential Youth Fitness Program:
Process Evaluation – Year 1
Darla M. Castelli, Jessica Duncan Cance, Seraphine Pitt
Barnes, Jane Wargo, & Jeanne Barcelona
U.S. Department of Health and Human Services
Centers for Disease Control and Prevention
Presidential Youth Fitness Program
Presidential Youth Fitness Program adopted the
FITNESSGRAM® (April 2012)
Three core areas:
1. Professional development
2. Assessment
3. Recognition
Participants: Year 1
Professional Development
N = 454
Virtual Training Package
n = 353
In-Person Training
n = 101
 Funding program (n=500 schools)
 From 48 of 50 states, 454 schools from 242 school
districts
 82% of the schools already conducted fitness
assessment
Data Sources
• Application
• PYFP Index
• Teacher Knowledge Checks
• Teacher Evaluations of Program
• Teacher Interviews
• FITNESSGRAM Assessments
• Site Visits
• LMAS Common Measures Survey
• Annual Program Evaluation Survey
Facilitators & Barriers
Facilitators
• Provision of
resources
• Support
administration
• Student desire to
receive awards and
recognition
• Program funding
Barriers
• Technology
• Administration
• Communication
*CDC Webinar, September 29th
Physical Literacy
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An individual lives a physically active life as an outcome
of physical education
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Standards-based, but considers the individual
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Maximizes potential of each student
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Develops mastery
Physical Literacy
Physical Literacy & CSPAP
• Whole Child, ASCD
• Rethinking physical
activity in and
around the schools
• Physical activity
across the
curriculum
• Live an active life
In sum…
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History repeats its self and physical education is no
different
Children and adolescents need quality physical
education to be taught by highly qualified people
PYFP provides valuable professional development for
teachers and the potential for national & global tracking
of health-related fitness
CSPAP involves other teachers, community members,
and families in getting youth active
Physical literacy is the outcome that we all desire
Questions?
[email protected]
@darlacastelli