Mary L. Henninger, Ed.D.
Illinois State University



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

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 achievemen t






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

Differences between outdated P.E. and Enhanced P.E.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Differences between outdated P.E. and Enhanced P.E.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

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.




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




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




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


For more information please go to: http://www.isbe.net/EPE/html/EPETF.htm