Transcript Health Optimizing Physical Education (HOPE): A New Curriculum Model for P-12 Programs Mike Metzler, Georgia State University Thomas McKenzie, San Diego State University Rebecca Ellis,

Health Optimizing Physical Education
(HOPE): A New Curriculum Model for
P-12 Programs
Mike Metzler, Georgia State University
Thomas McKenzie, San Diego State University
Rebecca Ellis, Georgia State University
Hans van der Mars, Arizona State University
Shannon Williams, Georgia State University
AAHPERD National Convention
Charlotte, NC 2013
Presenters and an Overview
Mike Metzler
Georgia State University
Introduction to CSPAPs and HOPE
Thom McKenzie
San Diego State University
Evidence-based need for HOPE
Rebecca Ellis
Georgia State University
Theoretical Foundation for HOPE
Han van der Mars
Arizona State University
Preservice Teachers’ Knowledge for HOPE
Shannon Williams
Georgia State University
Inservice Teachers’ Professional Development for
HOPE
Mike Metzler
Panel
What’s next for HOPE?
Q&A from audience
2
Read about HOPE in JOPERD
April 2013
May 2013
4
• What HOPE is:
• One version of a CSPAP
• It is a Main Theme Curriculum model (like Sport
Education, Skill Themes, Adventure Ed.)
• Overall objective:
(For learners) To acquire knowledge, skills
and dispositions for lifelong participation in
physical activity for optimal health and
wellness benefits
5
The Evidence-based
Need for HOPE
6
2013
1963
Since 1970s, % of 2 to 19 year olds who are obese has tripled.
Increase greatest among African-American and low-income
children.
% obese
Increase in percentage of children and youth
ages 2 to 19 who are obese since the 1970s
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
0%
19%
17%
15%
5%
All children
6%
African American
1971-1974
1999-2002
6%
Low income
Anderson PM, Butcher KF. Childhood obesity: Trends and potential causes. The Future of Children: Childhood Obesity 2006; 16 (1): 19-46.
Source: CDC Surveillance, BRFS
2008 Physical Activity Guidelines for Americans
Recommended Amounts of PA
for Children and Adolescents
“60 minutes or more of PA daily”
-most as moderate- or vigorous-intensity, and include
vigorous at least 3 days a week
-include muscle-strengthening at least 3 days/week
- include bone-strengthening at least 3 days/week
Future of Physical Education
“…..will depend on its ability to provide
programs perceived to be of public
importance.”
T. McKenzie (2011)
11
“..For maximum public health benefit, school PE programs
should prepare children for a lifetime of physical activity…’
Large Scale PA Intervention Studies
• Education
–
–
–
–
–
–
–
–
–
–
–
Action Schools BC!
Active by Choice Today
CHIC
FitKid Project
HEALTHY
Know Your Body
LEAP
PATHWAYS
Planet Health
PLAY
Project FAB
– Aventuras
– CATCH
– OCNO
– MOVE
– MSPAN
– GRAD
– SPARK
– TAAG
Where Does HOPE Come From?
What term do you think would best to describe…
“… quality PE that engages students in ample amounts of
physical activity while simultaneously improving their
physical fitness and motor and behavioral skills.
NAME
1 st
2nd/3rd
HOPE (Health optimizing/oriented)
HEPE (H Enhancing)
HRPE (H Related)
8
4
2
7
2
2
HPPE (H Promoting)
HAPE (H Augmenting)
HAPE (H Advancing)
APPEAL (Activity Promoting for a Lifetime)
APE (Active PE)
1
1
1
1
1
5
1
1
2
1
HIPE (H Improving)
PEH (PE for Health)
LFPE (Life Fitness)
PELE (PE for Lifetime Engagement)
HALE (Healthy Active Living Education)
0
0
0
0
0
1
1
1
2
0
Public Health Goals
for Physical Educators
To foster school and community
environments that:
-encourage and support the full
involvement of all students
-in every aspect of physical activity,
including physical education, recreation,
sport, and active lifestyles
Health-Optimizing Physical Education
(HOPE)
 Provides students with a proportion of the
recommended amounts of physical activity
 Prepares students for an active lifestyle
that continues into adulthood
Physical skills
Physical fitness
Behavioral skills
Enjoyment of physical activity
HOPE is about
 Active PE and physical activity
promotion
Good health is a natural byproduct
of active PE
 Thus, health is optimized!
Why Prioritize
Physical Activity?
 Children can’t become physically skilled or fit
without being active
 PE - only subject matter to engage children in
and promote physical activity
 Extensive support for active PE from outside the
profession
Why Priortize
Physical Activity (2):
 All curricular areas have responsibility for
children developing:
personal attributes (self-worth, efficacy, values)
citizenship skills (cooperation)
Physical Education is the Only
Required PA Program…
and is especially important for:
• Those at risk for cardiovascular disease,
diabetes, obesity, osteoporosis
• The poor & those living in disadvantaged
communities
• Females
• Persons of color
Support for Active PE!
Health Organizations
Foundations
National Coalition for Promoting PA
Within the Profession
National & State Organizations
In most states
PA promotion is a
Curricular Goal of PE
E.g., “adoption of
physically active
lifestyles” (NASPE)
From within the White House
Closure
• PE has too many objectives
• These cannot possibly be reached within time
allocations
• Thus, objectives need to be reprioritized and
programs refocused
• Programs need to be help accountable
We need HOPE, not HYPE!
Theoretical Foundation
For HOPE
30
Social-Ecological Model for Increasing PA
(Denver Dept. of Public Health, 2007)
COMMUNITY –
Coordinating the efforts of all
members of a community
(organizations, community leaders,
and citizens) to bring about change.
Public Policy
Community
Organizational
INTERPERSONAL –
Recognizing that groups provide
social identity and support,
interpersonal interventions target
groups, such as family members or
peers.
PUBLIC POLICY Developing and enforcing state and local
policies that can increase beneficial health
behaviors. Developing media campaigns
that promote public awareness of the
need and advocacy for change.
ORGANIZATIONAL –
Changing the policies, practices, and
physical environment of an organization
(e.g. a school or other type of community
organization) to support behavior change.
Interpersonal
Individual
INDIVIDUAL –
Motivating change in individual
behavior by increasing knowledge, or
influencing attitudes or challenging
beliefs
31
Rationale for SEM
• Improves upon previous theories/models that only
emphasize individual behavior
• Individual behavior change should be maximized
when:
– environments & policies support healthful choices,
– social norms & social support for healthful choices are
strong, and
– individuals are motivated & educated to make these
choices
What might HOPE look like?
The components of a HOPE program can
vary, but those that are included MUST
be aligned with the overall objective of
the curriculum model
33
• Curriculum components in HOPE are
called ‘Strands’
• Each strand has identified major
learning outcomes
• Each strand has one or more targeted
groups of learners
• Each strand has a list of possible
learning activities and assessments for
them
34
Strand 1: Before/During/After School Extended
PA Programming
Learning
Outcome
Promote high rates of
MVPA and healthrelated knowledge to
supplement the
scheduled PE program
Learners
P-12 students
Examples of
Units, Learning
Activities, Events
-SPARK-After School
-Intramurals
-Before school Walking
Club
-“Drop in time” in gym
35
Strand 2: Sport, games, dance and other
movement forms (Quality, High-MVPA PE)
Learning
Outcome
To learn sport, games
dance and other
movement forms as a
source of lifelong
participation in PA.
Learners
P-12 students
Examples of
Units, Learning
Activities, Events
(Must be highMVPA)
-Skill themes
-Team sports
-Individual sports
-Games
-Outdoor/Adventure
-International dance
-SPARK-PE
36
Strand 3: Family/Home Education
Learning
Outcome
To teach parents,
guardians, and other
family members to
promote PA, better
diet, etc. at home and
in the community
Learners
Parents, guardians,
and other family
members and
caregivers
Examples of
Units, Learning
Activities, Events
-School/parent org.
presentations
-How to read
FITNESSGRAM®
reports
-Healthy cooking
courses
-Behavior change
strategies
-School newsletters
-Finding community
resources
37
Strand 4: Community-Based Physical
Activity Programming
Learning
Outcome
Learners
To promote PA
P-12 students
opportunities for
children in community
settings
Examples of
Units, Learning
Activities, Events
-Youth sports
-Recreation programs
-VERB Scorecard
38
Strand 5: Health-Related Fitness
Learning
Outcomes
To promote weekly
MVPA according to
national standards
To promote individual
achievement to
“Healthy Fitness
Zone” on
standardized
measures.
Learners
P-12 students
Examples of
Units, Learning
Activities,
Events
-High MVPA units
-Making personal
physical activity plans
-Strategies for physical
activity at home
-Knowledge of Health
Related Fitness
39
Strand 6: Diet and Nutrition for
Physical Activity
Learning
Outcome
To learn and
demonstrate
knowledge of diet and
nutrition that
enhances PA
Learners
Examples of
Units, Learning
Activities, Events
P-12 students
-Units on diet and
Parents/guardians nutrition for PA
School food staff -Seminars for parents
School
-Analysis of school
administrators
vending machine
program
-Consultations with
school food staff
40
Strand 7: Physical Activity Literacy
(e.g., consumerism, technology, advocacy)
Learning
Outcome
To acquire knowledge
and appreciation that can
increase and enhance
participation and
enjoyment of PA
Learners
P-12 students
Parents/guardians
Other teachers
School food staff
School
administrators
Community
organizations
Examples of Units,
Learning Activities,
Events
-PA health fair at school
-Guest speakers from the
PA
business community
-Guest speakers from
community advocacy
organizations
-Seminar on finding web
resources for PA
-Seminar on buying PA
equipment and clothing
41
Strand 8: Integration of HOPE Across All
School Subjects (and Recess)
Learning
Outcome
To increase (non-PE)
teachers’, administrators’
and school staff’s
knowledge of and
support for children’s PA
and improved dietary
habits
Learners
P-12 students
PE teachers
Other teachers
School
administrators
Examples of
Units, Learning
Activities, Events
-Integrated content
units with other
subjects
-Classroom Activity
Breaks
(e.g.,Take10!)
-Seminar on promoting
high PA and positive
socialization in recess
42
Content Knowledge (CK) and
Pedagogical Content Knowledge
(PCK) for HOPE Teachers
Teachers need a greatly expanded
knowledge base and array of
pedagogical skills for HOPE
43
HOPE PCK for pre-service
physical educators
Needed Skills & Understanding
for Building HOPE
Hans van der Mars
2013 AAHPERD National Convention
Charlotte, NC
April 26, 2013
Assumptions:
1. Our National Association will make the
necessary adjustment in its teaching standards
for beginning and advanced teachers
2. PETE faculty will have the necessary expertise
to effectively prepare future professionals
3. Learning about HOPE earlier on within PETE
is better
Assumptions: (cont’d.)
4.
“Living” the HOPE experience in schools is
better
5.
For school physical education to flourish, and
for Physical Education professionals to gain
broader credibility, not moving toward a
HOPE focus is not an option
Carving out curricular space for
targeting HOPE-specific skills . . .
•
Pre-student teaching internships
•
Infuse focus throughout other PETEspecific courses
•
Overarching goal: Develop
conception of “value added” Physical
Education (i.e., PA beyond regular
lessons)
Given the available school facilities,
equipment, time, AND
the existing barriers . . .
How can a school increase its
daily
“caloric footprint?”
Internships’ Structure & Focus
 Two 1 cr. internships (Elem./Sec levels) / Weekly seminars (1.5
hours)
 Weekly reading assignments (e.g., JOPERD pieces; National PA
plan; State policy profiles)
 HS-based – 2 days per week (w. doc. student oversight)
 Key focus: Expanded role for physical education teachers . .
.aspects of a Director of Physical Activity (JOPERD FEATURE,
2012)
Internship outcome measures:
1. Increased access to campus PA venues
during out-of-class times
2. Increased percent of enrolled students
at school using PA venues
3. MVPA levels among those students
Assessed through SOPLAY (McKenzie, et al., 2000)
Understanding the need and
context for HOPE
Gaining a broader perspective . . .
Getting a bird’s eye view of all
PA venues
Some of the skills targeted:
1.
Social marketing skills
1.
Connecting with high school-aged youth outside of regular physical
education classes
3.
Working with school personnel
3.
Connect with media (print & TV)
3. Use of technology (i.e., electronic media)
3.
Survey students and school faculty about desired/preferred activity choices,
and PA interests . . .
Social Marketing
”. . . application of commercial
marketing technologies to the analysis,
planning, execution, and evaluation of
programs designed to influence
voluntary behavior of target audiences in
order to improve their personal welfare
and that of society.”
(Andreasen, 1995)
Social Marketing
The four “P’s” of effective messaging . . .
• Product:
Physical activity behavior (incl. the associated
benefits)
• Price:
What are the costs associated with becoming more
physically active (e.g., money, time, effort)?
• Place:
Making PA easily accessible and more convenient
• Promotion:
How to deliver the message to the target
audience about the product, its benefits, cost, & convenience?
Marketing PA
in schools through
prompting via . . .
Verbal
Messaging
Visual
Messaging
Visual
Messaging
Auditory Messaging:
Daily school-wide announcements
Verbal reminders by teachers during physical
education classes
School’s faculty provide reminders
Schools’ CCTV Messaging
Messaging through local
print media
Messaging through local TV
media
http://www.myfoxphoenix.com/dpp/morning_show/mountain_pointe_physical_activity_program_050710
Target Skill:
Use of technology
• Use of School / program website
• Facebook page
• Mass messaging to students
• Twitter?
Current status:
• Elective, experimental internship is now a
sequence of two required pre-student
teaching courses for all PETE majors
• HS’s starting up their own “intramurals”
during “advisory periods.”
• Other (none-) PETE courses now also
address other aspects of HOPE/CSPAP
Professional Development
for In-service HOPE Teachers
What do in-service teachers
need to implement HOPE?
• Similar to that of preservice teachers
– To promote the overarching goal for HOPE
and the specific learning outcomes of
each strand
• Likely already have some well
developed content knowledge in some
strands
– Need targeted professional development
How are in-service teachers
going to get targeted
Professional Development?
• Unlikely that others (state, district,
school administrators) will be able to
identify and provide necessary
opportunities
• NASPE’s new certification for Director
of Physical Activity
• NASPE developed toolkits for CSPAPs
Specific Examples of Possible
Professional Development
Opportunities by
HOPE strands
Strand 1: Before/During/After School
Extended PA Programming
• SPARK Afterschool
– Minimum of one teacher would
receive formal training to assume lead role
– Model supports the current PD research that
teachers typically prefer to attend PD provided by
another teacher
– This approach can begin to establish a
professional learning community that can be
sustained by all strands of the HOPE model
Strand 1: Before/During/After
School Extended PA Programming
www.activeandhealthyschools.com
Strand 2: Sport, games, dance and other
movement forms (Quality, High-MVPA PE)
• Makes up the majority of Physical Education
content acquired in initial certification
programs
• Movement concepts should provide students
with high rates of MVPA.
• SPARK is an example of a curriculum model
which implements high rates of MVPA
Strand 2: Sport, games, dance and other
movement forms (Quality, High-MVPA PE)
• Sport specific programs could be offered in
the community
• Purpose is for the teacher to be able to plan,
implement, and assess high MVPA
Strand 3: Family/Home Education
• School Wellness Councils
• Alliance for a Healthier Generation
• National/State PTA
• NASPE Toolkits
Strand 4: Community-Based Physical
Activity Programming
• YMCA
• Rec Centers
• Youth Sports Clubs
Strand 5: Health-Related Fitness
• Tests that measure HRF can be used as
a valuable teaching tool.
Strand 6: Diet and Nutrition for
Physical Activity
• Numerous print, video, software,
and on-line resources
Strand 7: Physical Activity Literacy (e.g.,
consumerism, technology, advocacy)
• Increase the knowledge that can empower
students to make better informed decisions
• “Digital Generation”
• Facebook
• Twitter
• Newsletters
Strand 8: Integration of HOPE Across
All School Subjects (and Recess)
• Classroom physical activity breaks
• Find and share high activity play ideas for
recess
Professional Development is Essential
• Aspiring HOPE teachers will have to
create a professional self-development
plan
– Determine the skills and knowledge they
need
– Find the information needed to grow
– Learn how to best implement the
information into their own program
• Look for others to collaborate with
Recent JOPERD Series on DPA
August 2012 – Part 1
September 2012 – Part 2
80
What Can You Do with HOPE?
1. Can be used as a planning guide for a school’s CSPAP
2. Can be used as a guide for a district’s program
3. Can be used for program assessment
4. Can be used for research
5. Can be used as the basis of a PEP Grant
6. Can be used to design PETE programs
7. Your ideas?
Next steps for HOPE . . .
• CDC/GSU Grant to establish a pilot HOPE model
at Peachtree Charter Middle School
• HOPE PEP Grant in Newton County, GA (all
schools)
• NIH R021 Grant in process
• GSU HPETE faculty to discuss HOPE as the
CK and PCK for all of our programs (including
new PETE doctoral concentration)
82
Panel: Q&A as time allows
Thank You!!!
You Tube video (7 minutes)
Childhood Obesity: Quality Physical Education as a Solution
http://www.youtube.com/watch?v=-FOPaJqjCM0