Coordinated Approach to School Health

Physical Education Component

Making the Connection: Health and Student Achievement

Shane McNeill, Director Coordinated School Health Program

Uncoordinated System

Coordinated School Health Program

Family and Community Involvement Health Education Physical Education Health Services Health Promotion for Staff Healthy School Environment Nutrition Services Health Education

Why Coordinated School Health?

 It is difficult for students to be successful in school if they are:         Depressed Tired Being bullied Stressed Sick Using alcohol or other drugs Hungry Abused

Results of Poor Eating Habits and Physical Inactivity

% of US Students Who Are Overweight (Gender and age specific BMI> the 95th percentile)

10 5 0 30 25 20 15 1963-70 1971-74 1976-80 1988-94 1999-02 2003 MS

1963-2002 NHANES STUDIES (US); 2003 CAYPOS (MS)

6-11 yrs 12-19 yrs

Poor Eating Habits and Physical Inactivity

2003 Youth Risk Behavior Survey Grades 9-12

Behavior

Insufficient Physical Activity Daily PE Class

MS YRBSS

82%

US YRBSS

75% 23.4% 28.4% >3 hrs TV/school day <3 glasses milk/day <5 daily servings fruit/vegetables 54.1% 89% 80% 38.2% 82.9% 78%

Poor Eating Habits and Physical Inactivity

2007 Youth Risk Behavior Survey Grades 9-12

Mississippi Success!!!

Behavior

Insufficient Physical Activity Daily PE Class

MS YRBSS

63.9%

%<>

<18.1% 23.4% NC >3 hrs TV/school day <3 glasses milk/day <5 daily servings fruit/vegetables 47.4% 89% 79.6% <7.7% NC >.4%

Research Substantiates the Effort  Physical Activity appears to boost students’ ability to concentrate and to reduce disruptive behaviors, which has a considerable positive impact on their academic achievement (Symons, 1997).

 Students who regularly attend school breakfast programs perform better in school, exhibit less hyperactivity in the classroom, and show better daily attendance (Alaimo, 2001; Kennedy and Davis, 1998; Murphy, 1998; Powell, 1998).

Research Substantiates the Effort  Schools that have eliminated competitive foods and substituted them with nutritious choices report that students’ concentration and behavior improve (Anderson, 2002).

 Intensive physical activity programs for students led to an improvement in students’ scores in mathematics, reading, and writing and to a reduction in disruptive behaviors in the classroom (Sallis, 1999).

Relationship between Health and Academics

“No educational tool is more essential than good health.”

Council of Chief State School Officers

“Health and success in school are interrelated. Schools cannot achieve their primary mission of education if students and staff are not healthy and fit physically, mentally, and socially.”

National Association of State Boards of Education

Why?

If schools do not deal with children’s health by design, they deal with it by default.

Health is Academic, 1997

Physical Ed or “Fizz” Education  Through Physical Education, we as educator’s can provide students with skills necessary for lifelong participation in physical activity.

 Through Physical Education, we can work to build decision making skills that are necessary to promote health-enhancing decisions.

 Through Physical Education, we teach cooperation, communication, decision-making, etc.

“Fizz” Ed  Girls in the bleachers and boys playing basketball  No motivation from the teacher  The less skilled players are left out

Functions of Physical Education!

      Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

Demonstrate understanding of movement concepts, principals, strategies and tactics as they apply to the learning and performance of physical activities.

Exhibit a physically active lifestyle.

Achieve and maintain a health-enhancing level of fitness.

Exhibit responsible personal and social behavior that respects self and others in physical activity settings.

Value physical activity for health, enjoyment, challenge, self expression, and/or social interaction .

Curriculum Cycle  Six Year Cycle  12-18 month process  K-16 involvement  Textbook Adoption alignment

Physical Education Revision Team            Doug Blakeney Dr. Joe Cole James Collier Oma Steele Davis Dr. Paula Dahonney Harriett Ellett Stephanie Green Patrice Lovdahl Amy Martin Kerry McCoy Bettie Winters            Mary Myrick Milton Smith Wilma Strickland Kandy Stringer William Thomas Gwendolyn Vaughn Cathy Ward Carolyn Whitehead Dr. Milton Wilder Dr. Hill Williams Jeanney Woodberry

Components of the Frameworks  Mission Statement  Philosophy  Purpose  Grade or Course Description  Literature Connections  Technology Connections  Glossary  Resources

2006 Mississippi Physical Education Framework Content Strands Competencies Objectives Strategies Assessment

Content Strands  Community/Enviro nmental Health  Personal Health  Nutrition  Disease Prevention and Control  Family Life  Consumer Health  Mental Health  Safety and First Aid  Drug Abuse Prevention  Human Growth and Development

Assessment for Physical Education

Teacher Observation Written Test Written Assignment Role Playing Checklist Self Assessments Skills Test Parent Reports Student Contracts Interviewing Student Journals Other

What is Quality Physical Education?

• fun for everyone!!!!!!!!!!

 provides a planned, sequential program of instruction  incorporates cognitive skills that should be encouraged through physical challenges  develops a physically active lifestyle

Promote Physical Education  Don’t just talk to the inhouse; also talk to the outhouse!

  Encourage students to participate by your words and actions.

“If your horse is dead… dismount” (Nausler)  Unleash Potential

“He did each thing as if he would do nothing else” spoken of Charles Dickens.

Am I doing everything possible to unleash the potential of my students?

Guidelines for your program  Have students understand the F.I.T.T. principle!

 Have students warm-up, work-out, and cool down!

 Teach students the benefits of physical activity!

How to begin a Quality Physical Education Program!

     Plan developmentally appropriate lessons based on state standards. (heart rate) Use a variety of lead-up activities and games that are exciting.

Allow limited competition, but also teach students to compete against themselves. (Fitnessgram) Include everyone and mix skill levels.

Use resources and lesson plans with other physical education teachers across the state.

Beginning continued      Participate in programs such as Physical Best, Fitnessgram, and Governor’s Award for Physical Education so your students and your school receive recognition.

Use praise phrases.

Promote safety.

Teach across the curriculum by regularly incorporating math skills, science skills, reading skills, technology, etc. Have FUN!!!

Quality Physical Education Programs  Skill Development  Regular, healthful physical fitness  Improved physical fitness  Support for other subject areas  Self-discipline  Improved judgment  Stress reduction  Strengthened peer relations  Experiencing goal setting

Classroom Management  Set goals for the program  Set individual goals  Start and stop keywords  Whistle mixing  Positive reinforcement   Plan enough activities to keep students on task Promote “thank you”, “give me a hand”, etc.

“The difficulty lies not so much in developing new ideas as in escaping from the old ones.” John Maynard Keynes

Assessment    Create a rubric to measure students’ progress and provide feedback privately.

Observe students to see if they are applying the learned skills in real-life situations.

Self assessment    Keep a summative evaluation on file.

PhysicalBest and Fitnessgram are two ways to measure students, however, should not be a means of determining a student’s grade.

Peer assessment

Example of a Rubric Demonstrate competency in some movement forms and proficiency in a few movement forms. Skill-Dribbling a basketball  Head up- 10 pts _____  Knees bent-10 pts _____  Using fingertips for dribbling- 10 pts _____  Dribbling Ball below knees- 10 pts _____  Switching hands while dribbling- 10 pts _____

Resources for you        Centers for Disease Control (CDC) Fitnessgram PhysicalBest President’s Challenge American Cancer Society NASPE- 1-800-213-7193 ext.461

School Health Index – CDC    American Heart Association- Jump Rope for Heart Take 10 MAHPERD, MASH

Get Commitments  Try to get commitments from other people (principals, teachers, nurses, and cafeteria staff) in the school to help you promote physical activity and health  Individual commitments- get commitment from participants

It is your job, but do you have passion?

 Make it a priority to help students build skills necessary to make health-enhancing decisions.

 Lead by example.

 Encourage, encourage, encourage!

 Have fun!

Games  Give me a hand: When touched students must drop to one knee. To get up someone must help them up. When they get helped up, they must say thank you. Before beginning have students demonstrate a proper tag to show responsible personal and social skills.

 Off the Wall- physically active lifestyle: Have students check heart rate.

Games continued  Ameoba Tag- cooperation  Wagon Wheel- listening skills, warm-up

Am I unleashing the enthusiasm of possibility thinking to find solutions for even seemingly impossible situations?

 We as teachers are faced with what seems to be an impossible task, but if we create a passion for what we do and work to instill lifelong participation in physical activity in every student we teach, together we can make a huge difference.

Initiatives

          Local School Wellness Policy Start Up Grants Physical Education Framework Training Comprehensive Health Framework Training John D. Bower, M.D. School Health Network The Bower Foundation Vending Machine Case Study and Vending Regulations HIV/AIDS Policy

Guide for Development

HIV/AIDS Prevention Grants School Health Council Training Mississippi School Health Successes

Resources  Health is Academic, Eva Marx and Susan Wooley  Physical Best Activity Guide, American Alliance for Health, Physical Education, Recreation, and Dance  Thinking for a change, John Maxwell