Positive Physical

Education
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NASPE Sets the Standard

Purpose of This Presentation
To guide you (and the others you will assist) in
serving as an articulate spokesperson for
physical education
Accurate and succinct information (talking points)
Positive message
Staying on message
Convey the bottom line (take home message)
Disclaimer

All physical education is

not good physical
education
Goal of Physical Education
To develop physically educated individuals
who have the knowledge, skills, and
confidence to enjoy a lifetime of healthful
physical activity
To guide youngsters in the process of
becoming physically active for a lifetime
Popular Terms to Describe
Good Physical Education

Quality physical education

Positive physical education
Positive Physical Education
Another term for quality physical education
Focus is on creating a positive
environment in which all students can be
successful
Recognition that enjoyment of physical
activity is a major influence on whether a
person chooses to be active
Positive (Quality) Physical
Education
Opportunity to learn
Qualified teachers
Adequate time
Meaningful content
National/state standards for physical
education
Appropriate instruction
Formative and summative assessment
Examples of Positive (Quality)
Physical Education
All children being active
Stations
Small group games
Technology (pedometers, heart rate monitors)
Choices
Variety of activities
Various practice levels
Personal goals
Cooperative Activities
Definition of a Physically
Educated Person
HAS learned skills necessary to perform a
variety of physical activities
IS physically fit
DOES participate regularly in physical activity
KNOWS the implications of and the benefits
from involvement in physical activities
VALUES physical activity and its contribution
to a healthful lifestyle
Purpose of National Standards
for Physical Education
To define what a student should know
and be able to do as a result of a quality
physical education program
Provides credibility to our profession as
we are one of many disciplines with
standards
National Standards, 2 nd Edition
Standard 1: Demonstrates competency in
motor skills and movement patterns needed to
perform a variety of physical activities
(Physical skills)
Standard 2: Demonstrates understanding of
movement concepts, principles, strategies, and
tactics as they apply to the learning and
performance of physical activities
(Knowledge)
Standard 3: Participates regularly in physical
activity
(Physical activity)
National Standards, 2 nd Edition
Standard 4: Achieves and maintains a health
enhancing level of physical fitness
(Health-related fitness)
Standard 5: Exhibits responsible personal and
social behavior that respects self and others in
physical activity settings
(Behavioral skills)
Standard 6: Values physical activity for
health, enjoyment, challenge, self-expression
and/or social interaction
(Intrinsic value)
Physical Activity
vs. Physical Education
Physical activity = behavior
Physical education = curricular area that teaches
about physical activity (helps student attain the
knowledge and skills; does not just provide an
opportunity for students to be physically active)
Students are physically active in physical
education, but students are not
(comprehensively) physically educated at recess
or through sport participation
Recommended Amounts of
Physical Activity and Education
Physical activity
At least 60 minutes, and up to several hours, a
day of physical activity
NASPE
Dietary Guidelines for Americans (Federal government)
Physical education
ES: at least 150 minutes/week
MS, HS: at least 225 minutes/week
NASPE
Others that support the NASPE recommendation (e.g.,
CDC)
The Bad News
Percentage of U.S. High School Students
Who Attended Physical Education
Classes Daily, 1991 - 2001
60

50
42%
40 34% 32%
Percent

27% 29%
30 25%

20

10

0
1991 1993 1995 1997 1999 2001

Source: CDC, National Youth Risk Behavior Survey

Percentage of Schools that Require Physical
Education, by Grade
60
51 51 51 52 50
50
Percent of schools

40
40
32
30 26 25

20
13
10
10 6 5

0
K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

CDC, School Health Policies and Programs Study, 2000

 Daily Physical Education
for All Students
Daily PE or its equivalent* is
provided for entire school
year
for students in all grades in:
8% of elementary schools
(excluding kindergarten)
6% of middle/junior high
schools
6% of senior high schools
*Elementary schools: 150 minutes / week;
secondary schools: 225 minutes / week

Source: CDC, School Health Policies and Programs

Study 2000
 Percentage of U.S. Children and
Adolescents Who Were Overweight*
18
16
14
12
10 Ages 12-19
8
5
6
4 4 Ages 6-11
2
0
1963- 1971-74 1976-80 1988-94 1999-
70** 2000

* >95th percentile for BMI by age and sex based on 2000 CDC BMI-for-age growth charts
**Data are from 1963-65 for children 6-11 years of age and from 1966-70 for adolescents 12-17 years of age
Source: National Center for Health Statistics
 Percentage of U.S. Children and
Adolescents Who Were Overweight*
16
18
16 15
14
12
10 Ages 12-19
8
5
6
4 4 Ages 6-11
2
0
1963- 1971-74 1976-80 1988-94 1999-
70** 2000

* >95th percentile for BMI by age and sex based on 2000 CDC BMI-for-age growth charts
**Data are from 1963-65 for children 6-11 years of age and from 1966-70 for adolescents 12-17 years of age
Source: National Center for Health Statistics
Prevention of Pediatric
Overweight and Obesity
American Academy of Pediatrics - August, 2003
Probability of childhood obesity persisting into
adulthood
80% during adolescence
20% at 4 years of age
Probability that co-morbidities will persist into
adulthood

AAP, Policy Statement, Pediatrics 112(2), pp.424-430

Economic Costs
US obesity-attributable medical
expenditures in 2003:
$75 billion
Approximately 10% of total US medical
expenditures
Percent financed by taxpayers through
Medicare and Medicaid
Approximately 50%
Which begs the question

What might the statistics look

like if kids in the U.S. had
positive, daily physical
education for 12 years of
school?
The Good News
Recognized Solutions
Physical activity
Physical education
Physical Educations Role in the
Obesity Epidemic
Physical inactivity is part of the problem
Physical activity is part of the solution
Physical education is a critical to increasing
physical activity
School physical education programs are the one
place that:
All children can participate in regular physical
activity
All children can become physically educated
for a lifetime of physical activity
National Call to Action: Increase
Physical Activity Among Youth
Healthy People 2010 (2000)
Dietary Guidelines for Americans (2000)
Promoting Better Health for Young People
Through Physical Activity and Sports: A Report to
the President from the Secretary of Health and
Human Services and Secretary of Education
(2000)
The Surgeon Generals Call to Action To Prevent
and Decrease Overweight and Obesity (2001)
Guide to Community Preventive Services (2001)
The Brain/Body Connection
Research has not been conducted to
conclusively demonstrate a link between
physical activity and improved academic
performance
However, such a link might be expected
Research does show that:
Movement stimulates brain functioning
Physical activity increases adolescents self-
esteem and reduces anxiety and stressthus,
through its effects on mental health, may help
increase students capacity for learning
Increases in time for physical education did not
lead to lower test scores
Time in the arts, physical education
and school achievement
547 elementary school principals in Virginia
responded to survey
Time allocated for art, music and physical
education with a specialist?
Correlated with test scores from their schools
No meaningful relationship found
Results suggest that providing time for AMPE
does not negatively impact test scores
Wilkins, J..M., Graham, G., Parker, S., Westfall, S. Fraser, R. & Tembo, M. (2003).
Time in the arts and physical education and school achievement. Journal of Curriculum Studies, 35, 721-734.
The Relationship Between
Fitness Levels and Academic
Achievement,
in California Grade 7
Grade 7 SAT-9 and Physical Fitness Scores

70 66
60
SAT-9 Percentile

60 50
54
50 41
44
40 34 36
31 32
30 26 28

20
10
0
1 2 3 4 5 6
Physical Fitness Level

Reading Mathematics
Typical Questions You May be
Asked
How much physical activity do children and
adolescents need?
What is the most important thing that schools
can do to increase physical activity among
children and adolescents?
What are the biggest barriers for schools to
provide quality physical education to all
students?
Cant physical education be provided as part
of recess?
Why do schools have to take responsibility for
the physical activity of students?
Conclusion
Schools need to educate the whole child
Physical education is the only curricular
subject that develops a childs physical self
Children deserve a comprehensive education
Its up to taxpayers and decision-makers to make
this happen
Its up to us (and our partners) to influence
taxpayers and decision-makers
Resources
www.naspeinfo.org
www.pecentral.org
www.pelinks4u.org
www.pe4life.org
www.cdc.gov/healthyyouth/physicalactivit
y
www.ncppa.org
www.actionforhealthykids.org
www.fitness.gov
QUESTIONS AND DISCUSSION
 Interscholastic Sports

SS 271
Dr. Jack Watson
Topical Outline
Educational mission
Involvement Patterns
Predications about the impact of sport on
athletes and schools
Consequences of H.S. sports
Problems related to H.S. sports
Reforms suggested for H.S. sports
Summary
Discussion Questions
Why Were Interscholastic Sports
Created, and Why Do They Still
Exist?
What are the educational goals of most
high schools?
How do sports fit into a schools goals?
How do sports benefit schools?
How do sports benefit athletes?
How do sports socialize individuals into
society?
Involvement Patterns
6.5 million boys and girls involved in high
school sports (59% male)
Sports are run through the schools, not
clubs, as done in Canada and Europe
Money given to sports
Popularity of sports
Emphasis in schools mission
Predicted Effects of Participation
in High School Sports on Athletes
Grades?
Socialization?
Popularity?
Opportunities?
Money?
Self-Concept?
Sports in U.S. High Schools
Importance
Related to academics
Attention
Bringing students together
Participant effects on athletes
Popularity and other effects on athletes
 Consequences of H.S. Sports
Schools
Raise money from
community for resources
Brings students together
(unity) for common cause or
collective goals
Promotes school pride (we
talk)
Forces commitment to rules
(creates role-models),
promotes social control
Teaches societal/school
values
Stops students form
questioning the rules
Drains energy and diverts
attention
Students
Fame and acclaim
Gifts/Money
Social/Sexual Popularity
Always good for males
Can be good for females,
with in-group status
(changing)
Character
Who benefits and how?
Common differences in boys
include higher Self-esteem,
aggression, and irritability,
less honesty, independence
and self-control
In girls, related to increased
perceived popularity,
educational aspirations
Consequences of H.S.
Sports on Students
Enjoyment of students
Participation may be expected of students
Lower moral development and reasoning
Academic Benefits
Can detract from academics
Overall, grades are better
Why might this occur?
Reasoning for higher GPAs
Minimum grades needed for participation
Selection of those into sport (some may choose not to
participate)
Causal relationship?
Problems and Controversies
Related to Interscholastic Sports
Cheating is Rampant
Not consistent with academic goals of sport
Autocratic Coaches
Control all aspects of players lives
Win at all costs Attitude
Sport is treated as work, not play
Teaches the cheating is acceptable
Promotes Specialization by athletes
Corporate sports (Friday Night Lights)
Lots of $ spent on sports (stadiums, equipment, travel)
Exposure and commercialization
Channeling athletes into pros (early recruiting)
Coaches paid much more than teachers
Problems and Controversies Related
to Interscholastic Sports (Cont)
Demanding Schedules: take time away from school work.
Begin too early: serve as a feeding ground/minor league
for H.S. sports.
Reinforcing Gender Roles: 900% increase in female
participation from 1971
Budget problems
schools charge for right to play
sponsorship is accepted
Elitism (only the few play)
how is this educational
Reforming Interscholastic Sports
Reduction of corporate
sports
Reduce schedules and
travel
Raise educational
standards for athletes
Let everyone play
Increase student
involvement
Bring coaches back to
faculty
Topical Summary
Educational mission
Involvement Patterns
Predications about the impact of sport
on athletes and schools
Consequences of H.S. sports
Problems related to H.S. sports
Reforms suggested for H.S. sports
Chapter 5 Discussion Questions
Can a system be developed that allows all interested
H.S. students to participate in sports? If so, how
would you do it? If not, what factors would make
doing it impossible?
What is an interscholastic coachs role in fostering
character development among players? Is this role
consistent with educational and athletic goals?
What differences, if any, exist in the sport programs
of public and private high schools.
What role, if any, do H.S. athletic coaches have youth
sport development?