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
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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
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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
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Quality physical education
Positive physical education
Positive Physical Education
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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
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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
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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,
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nd
2
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,

nd
2
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
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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
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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%
Percent
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
Daily Physical Education
for All Students
Daily PE or its equivalent* is
provided for entire school
year
for students in all grades in:
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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
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
Prevention of Pediatric
Overweight and Obesity
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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
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Physical activity
Physical education
Physical Education’s Role in the
Obesity Epidemic
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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
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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’ selfesteem 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
Time in the arts, physical education
and school achievement
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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
Typical Questions You May be
Asked
 How much physical activity do children and
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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?
Conclusion
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Schools need to educate the whole child
 Physical education is the only curricular
subject that develops a child’s physical self
 Children deserve a comprehensive education
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It’s up to taxpayers and decision-makers to make
this happen
It’s 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
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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?
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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
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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
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Money given to sports
 Popularity of sports
 Emphasis in school’s mission
Predicted Effects of Participation
in High School Sports on Athletes
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Grades?
Socialization?
Popularity?
Opportunities?
Money?
Self-Concept?
Sports in U.S. High Schools
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Importance
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Related to academics
Attention
Bringing students together
Participant effects on athletes
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Popularity and other effects on athletes
Consequences of H.S. Sports
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Schools
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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
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Students
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Fame and acclaim
 Gifts/Money
 Social/Sexual Popularity
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Always good for males
Can be good for females,
with “in-group status”
(changing)
Character
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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
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Enjoyment of students
Participation may be expected of students
Lower moral development and reasoning
Academic Benefits
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Can detract from academics
Overall, grades are better
Why might this occur?
Reasoning for higher GPA’s
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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
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Cheating is Rampant
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Autocratic Coaches
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Control all aspects of players lives
“Win at all costs” Attitude
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Not consistent with academic goals of sport
Sport is treated as work, not play
Teaches the cheating is acceptable
Promotes Specialization by athletes
Corporate sports (Friday Night Lights)
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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…)
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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
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schools charge for right to play
sponsorship is accepted
Elitism (only the few play)
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how is this educational
Reforming Interscholastic Sports
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Reduction of corporate
sports
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Reduce schedules and
travel
Raise educational
standards for athletes
 Let everyone play
 Increase student
involvement
 Bring coaches back to
faculty
Topical Summary
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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
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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 coach’s 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?