WHY
Presentation Outline
• Identify a selection of current issues facing health
and physical educators AND society
• Offer an overview of advocacy
• Suggest an advocacy action plan
• Identify resources (included on CD)
Why Should There Be a Health
and Physical Education Program
in the Schools?
Should Health and Physical
Education be taught by qualified
teachers?
How does teaching Health and
Physical Education help
students?
Why should a School Board
member care about a
comprehensive Health and
Physical Education program?
Selected Issues
• Obesity and Health Care Costs
• Legislation and State Initiatives
• No Child Left Behind
Obesity and Health Care Costs
Percentage of U.S. Children and
Adolescents Who Were Overweight*
18
16
14
12
10
8
6
4
2
0
Ages 12-19
5
4
196370**
Ages 6-11
1971-74
1976-80
1988-94
19992000
* >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
14
12
10
8
6
4
2
0
15
Ages 12-19
5
4
196370**
Ages 6-11
1971-74
1976-80
1988-94
19992000
* >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
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%
Sedentary Death Syndrome
Obesity Trends Among U.S.
Adults between 1985 and 2002
Obesity: having a very high amount of body fat in relation
to lean body mass, or Body Mass Index (BMI) of 30 or
higher
Body Mass Index (BMI): a measure of an adult’s weight in
relation to his or her height, specifically the adult’s weight
in kilograms divided by the square of his or her height in
meters
CDC’s Behavioral Risk Factor Surveillance System (BRFSS).
Source: Mokdad A H, et al. JAMA 1999;282:16.
Source: Mokdad A H, et al. JAMA 2001;286:10.
Source: Mokdad A H, et al. JAMA 2003;289:1.
Obesity Trends* Among U.S. Adults
BRFSS, 1991-2002
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
1991
1995
2002
No Data
<10%
10%–14%
15%–19%
20%–24%
≥25%
Obesity Trends* Among U.S. Adults
BRFSS, 1985
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1986
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1987
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1988
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1989
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1990
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1991
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1992
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1993
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1994
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1995
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1996
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1997
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
≥20
Obesity Trends* Among U.S. Adults
BRFSS, 1998
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
≥20
Obesity Trends* Among U.S. Adults
BRFSS, 1999
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
≥20
Obesity Trends* Among U.S. Adults
BRFSS, 2000
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
≥20
Obesity Trends* Among U.S. Adults
BRFSS, 2001
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
No Data
<10%
10%–14%
15%–19%
20%–24%
≥25%
Obesity Trends* Among U.S. Adults
BRFSS, 2002
(*BMI 30, or ~ 30 lbs overweight for 5’4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
Source: Behavioral Risk Factor Surveillance System, CDC
≥25%
Is there a connection?
Percentage of U.S. High School Students Who
Attended Physical Education
Classes Daily, 1991 - 2001
60
Percent
50
42%
40
34%
30
25%
27%
29%
1995
1997
1999
32%
20
10
0
1991
1993
Source: CDC, National Youth Risk Behavior Survey
2001
Percentage of Schools that Require
Physical Education, by Grade
60
Percent of schools
51
51
51
52
50
50
40
40
32
26
30
20
25
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
Trends in PE Legislation
•
States legislatures are addressing PE
•
States usually do not begin with policies that mandate PE
• Many states begin with resolutions and recommendations
• Many policies specifically address collaboration between
state agencies and organizations
Here’s the 411 on PE
It’s slamming, it’s dope, it’s sweet and it’s tight
G
l
o
s
s
a
r
y
Flossin’ – good looking
Peeps – people, friends
Down Low – Keep it quiet, secret
Keeping It Real - authentic
Fo Sho – for sure, absolutely
Fer Real – honest, for real
Off the Hook – crazy, weird, wild
Phat – awesome, great
Da Bomb – terrific, number one
Hooked Up – got together
411 – information
(http://www.urbandictionary.com/)
Virginia (HB 235 – 3/26/99)
Clarifies the Standards of Quality so that the
School Board must include PE among
subjects emphasized in programs of
instruction for K-12; requires school boards to
employ only licensed instructional personnel.
PE
Georgia (HB 1187 – 4/25/00)
Changes provisions regarding the course of
study in PE – adds language stating that the
Board of Ed shall establish minimum time
requirements and standards for its
administration.
PE Fer Real
Oregon (HB 3307 – 8/20/99)
Add PE to the core curriculum – “provides
students with the knowledge, skills and positive
attitude that lead to an active, healthy
lifestyle;…school districts shall develop and
administer assessments for PE to implemented
by the 03-04 school year.”
PE That’s
Louisiana (SB 398 – 7/1/03)
“Requires public schools serving grades K-6
to provide at least 30 minutes daily of quality
physical education to their students. Effective
2004-2005 School year.
PE
Texas (SB 19 – 5/27/01)
The State Board of Ed may require an
elementary school student enrolled in K-6 to
participate in daily physical activity as part of a
school district’s physical education curriculum
or through structured activity during a school
campus’s daily recess.
with PE
Connecticut (HB 5737 – 5/17/00) and Florida (HB
2105 – 4/25/00)
Requires high school students to have a minimum of
one credit in PE to be eligible for graduation.
PE
California HB-1793 – 9/27/02
Amends current ed code to put greater emphasis
on PE. Requires State Board of Ed to adopt model
PE curriculum content standards, encourages
school districts to employ credentialed PE teachers
and encourages teaching PE for a no less than
200 minutes each 10 school days.
PE
California SB-1868 – 9/30/02
Further amends current ed code to adopt rules and
regs to secure establishment of courses in PE in
elementary and secondary schools.
Distribute PE manual to all teachers and
encourage schools to provide quality PE that
develops the knowledge, attitudes, skills…to be
physically active for life.
New Jersey - In a Class By Itself
Health, Safety, and Physical Education Mandate
18A:35-7. Course required
Every pupil, except kindergarten pupils, attending the
public schools, insofar as he is physically fit and
capable of doing so, as determined by the medical
inspector, shall take such courses, which shall be a part
of the curriculum prescribed for the several grades, and
the conduct and attainment of the pupils shall be
marked as in other courses or subjects, and the standing
of the pupil in connection therewith shall form a part of
the requirements for promotion or graduation.
New Jersey - In a Class By Itself
Health, Safety, and Physical Education Mandate
18A:35-8. Time devoted to course
The time devoted to such courses shall aggregate at least
two and one-half hours in each school week, or
proportionately less when holidays fall within the week.
New Jersey Set a Standard, Should
Be Proud of It AND Should NOT
Retreat From It!
STARS is NASPE's national achievement
program recognizing outstanding physical
education programs in K-12 schools
across America.
• Fleetwood Elementary School, Mt. Laurel, NJ
– Carol Lynch, Physical Education teacher
The flossin’ peeps need their PE - don’t keep it on the down low!
No Child Left Behind
• Federal Legislation with a Local Impact
• Health and Physical Education are not part
of it.
• Accountability is a central theme - hold us
accountable
• Qualified teacher - we have them!
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
SAT-9 Percentile
Grade 7 SAT-9 and Physical Fitness Scores
70
60
50
40
30
20
10
0
66
60
50
26 28
1
31 32
2
34 36
3
41
54
44
4
5
Physical Fitness Level
Reading
Mathematics
6
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?
Advocacy
What is it
and
how can we be a player?
Spheres of Influence
A Cast of Thousands
Governor
State level
Legislature
State board of education
Chief state school officer
State education agency staff
School board
School
district level
Local government
Superintendent
Central office staff
School level
Principal
School staff
School improvement council
Cardinal Rules of Advocacy
• All politics is local or why no one can explain a
bill like a constituent.
• Prince Machiavelli Rule – Don’t burn a bridge
that you may need to cross again.
• Capone Rule – You get more done with kind
words and a gun than with kind words alone.
Cardinal Rules of Advocacy
• Animal Farm Rule – All legislators are equal;
it’s just that some are more equal than others.
• Ronald Reagan Rule – Why a good story always
beats the facts.
• Norman Schwarzkopf Rule – Make your friends
your heroes and they will fight for you like
heroes. Or, why no one ever got mad at being
thanked too many times or too many ways. (also
known as the Winnie the Pooh Rule)
Potential Barriers
• Preoccupation with education
reform pressures
• School funding pressures
• Disputes about schools’ role
in social and health issues
• Lack of widespread public
concern about the issue
Persistence Pays
• Respect the hierarchy
• Stay focused on the ultimate goal
• Don’t expect quick or easy
success
• Sustain the effort
• Be willing to compromise…but
know your bottom line
• Don’t burn your bridges
“Never doubt that
a small group of
thoughtful,
committed citizens
can change the
world; indeed it is
the only thing that
ever has.”
- Margaret Meade
Making an Action Plan
Your Reality Show
As a member of this team,
what is your strength and
what can you offer the
group in their effort to
accomplish the task.
What Can YOU Do?
• Are you a good speaker?
• Can you write accurate and convincing statements for
the speaker?
• Who do you know who can speak about the benefits of
your program?
• Who can quickly develop a plan?
• What resources are available and do you know how to
access them?
• Who do you know on the Board?
What Can YOU Do?
• Who can keep a positive attitude and motivate the
team?
• Is there a strong passion among the team about what
they do to energize the group to do whatever is
necessary?
• Are you the only one with a passion for what you
do? and is the program you represent worth saving?
Can you say Yes!
1.Written or submitted an article about your program
for the school or local newspaper?
2.Served on a school or local committee to represent
your discipline or program?
3.Prepared a fact sheet about your program for
distribution to parents, administrators, the
community or other decision-makers?
Can you say Yes!
4.Invited community members or parents with expertise
in a program area to share their knowledge and skills
with your classes or population?
5.Organized a special event to promote your program?
Events such as a “family fitness night”, a dance
performance, a community hike, bike or swim day, or a
sports clinic?
Can you say Yes!
6.Contacted the New Jersey
Association for Health,
Physical Education,
Recreation and Dance or
any other organization to
ask how you can become
involved?
Can you say Yes!
7.Communicated with a local or state government leader
about your program and discipline?
8.Stayed personally active,yes – worked out, actively used
your leisure time, on a regular basis?
9.Improved your knowledge and skills required for your
program - activities such as reading professional
articles, writing curriculum, attending classes, leading
discussion groups or learning a new skill?
Can you say Yes!
10.Reflected on your program and then planned and
implemented changes to make it more effective?
Scoring Rubric
If you responded yes to:
All 10
You are a super advocate.
Your passion is sizzling!
Scoring Rubric
Between 7 and 9 You have done a
great job and are ready to set
new goals. Your passion is hot
but can be kicked up a notch.
Scoring Rubric
Between 4 and 6
You are coasting and could be challenged
at anytime.
Your passion is lukewarm and needs to be
fired up.
Scoring Rubric
Between 0 and 3
You are lucky, or no one knows you
exist and you are an easy target
for elimination. Your passion is
close to non-existent. Is there
any passion????
You Never Know
Talking with
your neighbor
Counseling during a
job interview
That moment in
line - shoveling
snow is exercise
Developing an Action Plan
Action Plan
• First, identify your
desired outcome.
Action Plan
• Second, consider why this issue or concern should
be addressed.
Action Plan
•
Third, who do you want to influence?
Action Plan
• Fourth, the strategies you will use to
communicate and accomplish your goal.
Strategies
•
•
•
•
•
Billboard
Fiscal Responsibility
Educational Experience
Technology Strategy
Let’s Get Obvious
Action Plan
• The fifth component of the action plan requires
that you develop a concise message?
H
A
W
A
I
I
Action Plan
•
Number six, you need a network.
Action Plan
•
•
•
•
•
•
Creative
Feasible
Individual Strengths
Group Strengths
Time, effort and commitment
Acknowledge others
Whatever It Takes
3 Words - Your Strengths
3 Things - You’re Passionate About
Your Plan - A Beginning
Make It Happen
“A dream without a plan is only a wish;
a vision without action is only an illusion..”
~ Willie White
Supplemental Information
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?
• Can’t physical education be provided as part of
recess?
• Why do schools have to take responsibility for the
physical activity of students?
Physical Education’s 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 General’s 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 stress…thus, through it’s effects on
mental health, may help increase students’ capacity for
learning
– Increases in time for physical education did not lead to
lower test scores
Useful Resources:
School Health Starter Kit
From:
The Council of Chief
State School Officers
(CCSSO) and
The Association of State
and Territorial Health
Officials (ASTHO)
www.ccsso.org/
starterkit.html
Making the Connection:
Health and Student Achievement
• Association of State and
Territorial Health Officials
www.astho.org
• Society of State Directors of
Physical Education and
Health www.thesociety.org
Fit, Healthy, and Ready to Learn:
A School Health Policy Guide
• Guide to policymaking
• Sample policies - download at
www.nasbe.org/
healthyschools/fithealthy.mgi
• Full explanations
• Research findings
• Notable quotes
• Excerpts of actual policies
• Resource lists
Resources
AAHPERD Advocacy
NASPE Information
PE Central
PE Links 4 U
PE4Life
CDC Youth/Physical Activity
National Coalition for Promoting Physical Activity
Action for Healthy Kids
President’s Council
New Jersey Department of Education
Resources
 Thomas (information on bills in Congress)
 National Conference of State Legislatures (information on
bills in states)
 National Alliance for Nutrition and Activity (policy options)
 National Association of State Boards of Education “Fit,
Healthy, and Ready to Learn”
Resources
 CDC Division of Adolescent and School Health:
 School Health Index
 School Health Policies and Programs Study state report cards
 Youth Risk Behavior Surveillance System
 US Department of Agriculture “Changing the Scene”
 US Department of Education PEP Program
Presentation Resources
Karen Silberman - Executive Director, NCPPA
George Graham - President, NASPE
Suzanne Smith - Advocacy Consultant, AHA
Centers for Disease Control and Prevention - CDC
Bill Potts-Datema - Director, Partnerships for Children’s
Health, Harvard School of Public Health