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Advocating for Physical Education

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

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Advocating for Physical Education

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  1. 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

  2. Why is Physical Education Needed in the Schools Today? • Use data to make your point

  3. The Problem

  4. The Problem

  5. The Problem

  6. The Problem The National Picture

  7. U.S. Prevalence of Recommended Physical Activity (Moderate intensity, 30 min, 5 day/week) The Problem

  8. The Problem

  9. The Problem

  10. The Problem Overfed But Undernourished % Children Consuming Daily Recommended Intake Critical Age Iron Phosphorus Zinc Vitamin C Vitamin A Magnesium Folate Calcium Data compiled by Dr. John Lasekan, Ross Labs NHANES 1999-2000 and the Continuing Food Survey 1994-96, 1998

  11. The Problem Percentage of students who attended physical education class daily.

  12. The Problem Percentage of students who ate five or more servings of fruits and vegetables per day during the past seven days

  13. 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

  14. Good News

  15. 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.

  16. Good News Parental Support • Nearly two-thirds of parents support restricting access to high-calorie, low-nutrient 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

  17. 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.

  18. 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

  19. Q&A • What is the biggest factor in how you will teach physical education? • Answer: Your K-12 physical education experience

  20. 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

  21. Challenges for Change Curriculum is designed to be: • Lived, evaluated, revisited, and changed • It is a “living document” • Change can be hard • 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

  22. 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

  23. 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

  24. 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)

  25. Technology • Newsletters and Web pages for advocacy • Bulletin boards and computer stations

  26. 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)

  27. Internet Resources • www.pelinks4U.org • www.pecentral.org • www.pe4life.com • www.shapeup.org

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