why
DESCRIPTION
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?. - PowerPoint PPT PresentationTRANSCRIPT
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)
Selected Issues
• Obesity and Health Care Costs
• Legislation and State Initiatives• No Child Left Behind
Percentage of U.S. Children and Adolescents Who Were Overweight*
02468
1012141618
1963-70* *
1971-74 1976-80 1988-94 1999-2000
Ages 12-19
Ages 6-1154
* >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 ageSource: National Center for Health Statistics
Percentage of U.S. Children and Adolescents Who Were Overweight*
02468
1012141618
1963-70* *
1971-74 1976-80 1988-94 1999-2000
Ages 12-19
Ages 6-1154
16
15
* >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 ageSource: 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%
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.
1991 1995
2002
Obesity Trends* Among U.S. AdultsBRFSS, 1991-2002
No Data <10% 10%–14% 15%–19% 20%–24% ≥25%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1985
No Data <10% 10%–14%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1986
No Data <10% 10%–14%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1987
No Data <10% 10%–14%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1988
No Data <10% 10%–14%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1989
No Data <10% 10%–14%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1990
No Data <10% 10%–14%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1991
No Data <10% 10%–14% 15%–19%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1992
No Data <10% 10%–14% 15%–19%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1993
No Data <10% 10%–14% 15%–19%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1994
No Data <10% 10%–14% 15%–19%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1995
No Data <10% 10%–14% 15%–19%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1996
No Data <10% 10%–14% 15%–19%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1997
No Data <10% 10%–14% 15%–19% ≥20
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1998
No Data <10% 10%–14% 15%–19% ≥20
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 1999
No Data <10% 10%–14% 15%–19% ≥20
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 2000
No Data <10% 10%–14% 15%–19% ≥20
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Obesity Trends* Among U.S. AdultsBRFSS, 2001
No Data <10% 10%–14% 15%–19% 20%–24% ≥25%
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
Source: Behavioral Risk Factor Surveillance System, CDC
(*BMI 30, or ~ 30 lbs overweight for 5’4” person)
No Data <10% 10%–14% 15%–19% 20%–24% ≥25%
Obesity Trends* Among U.S. AdultsBRFSS, 2002
Source: CDC, National Youth Risk Behavior Survey
Percentage of U.S. High School Students Who Attended Physical Education
Classes Daily, 1991 - 2001
32%29%27%25%
34%
42%
0
10
20
30
40
50
60
1991 1993 1995 1997 1999 2001
Per
cen
t
Percentage of Schools that Require Physical Education, by Grade
40
51 51 51 52 50
3226 25
1310
6 5
0
10
20
30
40
50
60
K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
Per
cen
t o
f sc
ho
ols
CDC, School Health Policies and Programs Study, 2000
• 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
Trends in PE Legislation
Glossary
Flossin’ – good lookingPeeps – people, friendsDown Low – Keep it quiet, secretKeeping It Real - authenticFo Sho – for sure, absolutelyFer Real – honest, for realOff the Hook – crazy, weird, wildPhat – awesome, greatDa Bomb – terrific, number oneHooked Up – got together411 – 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-6to 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 requiredEvery 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 courseThe 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!
• Fleetwood Elementary School, Mt. Laurel, NJ– Carol Lynch, Physical Education teacher
STARS is NASPE's national achievement program recognizing outstanding physical education programs in K-12 schools across America.
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 educationand 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 7Grade 7 SAT-9 and Physical Fitness Scores
2631 34
41
50
60
2832
3644
54
66
0
10
20
30
40
50
60
70
1 2 3 4 5 6
Physical Fitness Level
SA
T-9
Perc
en
tile
Reading Mathematics
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?
State level
School district level
School level PrincipalPrincipal
School boardSchool board
SuperintendentSuperintendent
School improvement council
Central office staffCentral office staff
Chief state school officerChief state school officer
State education agency staffState education agency staff
Local government
State board of educationState board of educationLegislatureLegislatureGovernorGovernor
School staffSchool staff
A Cast of Thousands
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
As a member of this team, what is your strength and
what can you offer the group in their effort to accomplish the task.
Your Reality Show
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
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 withyour neighbor
Counseling during ajob interview
That moment in line - shoveling snow is exercise
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?
HA W
AI
I
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
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 activitySchool physical education programs are the one
place that:All children can participate in regular physical
activityAll 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