Transcript Advocating for Physical Education  EVERYONE (that means you) has a responsibility to advocate for physical education This improves our standing in the community  The.

Advocating for Physical
Education

EVERYONE (that means you) has a
responsibility to advocate for physical education
This improves our standing in the community
 The number of jobs
 The future wellness of students (through quality
programs)
 Time allocated physical education
 Reduces stereotypes and educates adults as to the
important role of physical education in the schools
today

Why
is Physical
Education Needed in
the Schools Today?

Use data to make your point
The
Problem
The
Problem
The
Problem
The
Problem
The National Picture
Obesity Trends* Among U.S. Adults
BRFSS, 1991, 1996, 2003
(*BMI 30, or about 30 lbs overweight for 5’4” person)
1991
1996
2003
No Data
<10%
10%–14%
15%–19%
Source: Behavioral Risk Factor Surveillance System, CDC.
20%–24%
? 25%
The
Problem
U.S. Prevalence of Recommended
Physical Activity
(Moderate intensity, 30 min, 5 day/week)
The
Problem
The
Problem
The
Problem
Overfed But Undernourished
% Children
Consuming Daily
120 Recommended
Intake
Critical Age
Iron
100
Phosphorus
Zinc
80
Vitamin C
60
Vitamin A
Magnesium
40
Folate
Calcium
20
0
6-11 Mo.
1 Yr.
1-4 Yrs.
5-8 Yrs.
9-14 Yrs.
Data compiled by Dr. John Lasekan, Ross Labs
NHANES 1999-2000 and the Continuing Food Survey 1994-96, 1998
15-19 Yrs.
The
Problem
Percentage
of students
who
attended
physical
education
class daily.
The
Problem
Percentage of students
who ate five or more
servings of fruits and
vegetables per day
during the past seven
days
The
Problem
A la carte Foods
Affect Diet Quality
• Non-participants in NSLP consume 3x more sugars
(21% vs 64%)
• Top sellers: pizza, chips, soda, french fries, candy
and ice cream
• Access to a la carte and snack bar meals =
– lower fruit, vegetable and milk
– higher sweetened beverages and fried veggies
Cullen, Am J Pub Health 2004; 94:463
Good
News
Good
News
Effects of Improving
Nutrition on Learning

Improved behavior.

Less visits to school nurse.

Increased attention, creativity and test
scores.

Essential for growth and development.
Good
News




Parental Support
Nearly two-thirds of parents support restricting access to high-calorie, lownutrient snack foods in schools, and half of parents feel their child’s school is
doing an “excellent” to “good” job in this area, according to a 2005 Action
for Healthy Kids national public opinion survey.
However, the CDCP report that between 60% and 95% of schools allow
students to purchase snack foods or beverages from vending machines or at
the school store, canteen, or snack bar.
Another illustration of a “disconnect” between parents’ priorities and
perceptions and what actually happens at school occurs in the area of physical
activity. Seventy-seven percent of parents support requiring daily physical
education for all children, and 62% rate their child’s school as “excellent” or
“good” on “making daily physical education available for all students.”
However, in reality only 5.8 to 8.0% of schools nationally (depending on
grade level) provide students with daily physical education.
83% of parents are unaware of the Local Wellness Policy mandate required by
the Child Nutrition and WIC Reauthorizaton Act of 2004
Good
News
Nutrition Enhances Achievement
Comprehensive School Health
Reading and math scores of third and fourth grade students
with comprehensive health education were significantly higher.
Schoener, Guerrero, and Whitney, 1988
School Breakfast Programs
Increase learning and academic achievement, improve student
attention to academic tasks, reduce visits to the school nurse,
decrease behavioral problems.
Murphy, Pagano, Nachmani,Sperling, Kane, and Kleinman, 1998
Positively impact academic performance, absenteeism, and
tardiness among low-income elementary school students.
Meyers, Sampson, Weitzman, Rogers, and Kayne, 1989
Enhanced daily nutrient intake and improved nutrient intake
were associated with significant improvements in academic
performance and psychosocial functioning and decreases in
hunger.
R.E. Kleinman et al, Annals of Nutrition and Metebolism; 2002.
Good
News
Physical Education, Too
Students who participated in school physical education
programs did not experience a harmful effect on their
standardized test scores, though less time was
available for other academic subjects.
Sallis, McKenzie, Kolody, Lewis, Marshall, and
Rosengard, 1999; Shephard, 1996; Dwyer,
Coonan, Leitch, Hetzel,and Baghurst, 1983.
Physical activity is positively associated with academic
performance.
Dwyer, Blizzard, and Dean, 1996
Regular (3 – 5 times per week) periods of moderate to
vigorous physical activity enhances the health,
academic performance, attitudes and classroom
behavior of children at school. Physical education
programs are valuable to students and teachers.
Keays JJ, Allison KR; Canadian Journal of Public
Health; 1995

Q&A

What is the biggest factor in how you will teach
physical education?

Answer: Your K-12 physical education experience
Suggestions

Use the curriculum models – ABSOLUTELY!!!
They provide structure and guidance to the
curriculum
 Distinctly different from multi-activity and add
variety to the curriculum



Stands for something
Models provide coherence

Connect goals, philosophy, and learning experiences
Challenges for Change
Curriculum is designed to be:



Change can be hard



Lived, evaluated, revisited, and changed
It is a “living document”
Doing the same thing the same way is easy
Change requires support
Demands staying current through professional
development. You are a professional and all
professionals must grow and adapt.


Could you imagine going to a doctor who has not updated his
or her skills in 20 years (some teachers are like this!)
Students needs are ever changing
Participate in
Professional Conferences

Local, regional, and state


Sharing of resources and networking
National conferences
AAHPERD
 NASPE-sponsored conferences


Physical Education for Progress Act

Federally funded grant program
Professional Resources

Read journals in physical education





Journal of Physical Education Recreation and Dance (JOPERD)
Teaching Elementary Physical Education (TEPE)
Strategies
Others
Be an active participant

Write a commentary or an article for a journal
Advocating Ideas




Begins with being a good role model and
creating quality programming
Invite parents to visit the program
Expand physical education beyond school
Open houses



Have students “teach” their parents what they are
learning or lead a fun activity
Family fitness events
T-shirts (may require them for class)
Technology


Newsletters and Web pages for advocacy
Bulletin boards and computer stations
Resources for Advocacy



Healthy People 2010: Understanding and Improving Health
(2000)
Guide to K-12 Program Development in Physical Education
(CT SDE)
Physical Activity and Health: A Report of the Surgeon General
(1996)




Fact Sheet; Executive Summary
Moving Into the Future: National Standards for Physical
Education (NASPE, 2004)
School Health Policies and Programs Study (CDC)
Guidelines for School and Community Health Programs to
Promote Physical Activity Among Youth (CDC 1997)
Internet Resources
www.pelinks4U.org
 www.pecentral.org
 www.pe4life.com
 www.shapeup.org
