Transcript Illinois Enhanced Physical Education Standards

Illinois Enhanced Physical
Education Standards
Mary L. Henninger, Ed.D.
Illinois State University
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

Benefits of Enhancing P.E. and
School-Based Physical Activity
Better
Health
Better
Behavior
Better
Learners
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 lifelong skills for physical activity and
nutrition


How to Maximize the Benefits
of P.E.
Differences between outdated P.E.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
Differences between outdated P.E.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 selftesting, 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
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 socialawareness 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
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
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.
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

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

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

Questions?

For more information please go to:
http://www.isbe.net/EPE/html/EPETF.htm