GPS For Physical Education

GPS For Physical

Education

Implications of the Georgia Department of

Education Health and Physical Education

Performance Standards (GPS)

Georgia RankingsGeorgia Rankings

Adult Obesity rates: ranks 14th

Overweight Youths Ages 10-17: Georgia ( 11th highest state)

Adult Obesity rates: ranks 14th

Overweight Youths Ages 10-17: Georgia ( 11th highest state)

How Active Should Young People Be?

How Active Should Young People Be?

Currently, the recommendation that is consistent across numerous leading scientific organizations:

• Among 6-19 year olds, at least 60 minutes of moderate to vigorous physical activity on most, if not all, days of the week

Currently, the recommendation that is consistent across numerous leading scientific organizations:

• Among 6-19 year olds, at least 60 minutes of moderate to vigorous physical activity on most, if not all, days of the week

Sources: USDHHS, USDA; Strong et al. (2005); NASPE

How Active areYoung People?How Active areYoung People?

Physical Education Requirements by Grade*Physical Education Requirements by Grade*

Source: CDC, School Health Policies and Programs Study 2006

*Among schools that had students in that grade.

50

57 58 58 5861

68 67 66

55

33

20 20

0

10

20

30

40

50

60

70

80

K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Per

cent

of s

choo

ls

Daily Physical EducationDaily Physical Education

4% of elementary schools

8% of middle schools

2% of high schools

4% of elementary schools

8% of middle schools

2% of high schools

Source: CDC, School Health Policies and Programs Study 2006

BOE Rules

160-4-2-.12 Comprehensive Health and Physical Education Program Plan

(2) Requirements

(b) Each school containing any grade K-5 shall provide a minimum of 90 contact hours of instruction at each grade level K-5 in health and physical education

(c) Each school containing any grade 6-12 shall make available instruction in Health and Physical Education

Why physical activity?

Inactive people have twice the risk of developing heart disease

Inactivity is a primary risk factor for heart disease

Reduces risk of some cancers, obesity, and Type 2 diabetes

Improves posture and reduces lower back pain

Is as effective as psychotherapy for treating depression

Source: Surgeon General’s Report (1996)

Why physical activity?

Regular activity for youth increases the probability of an active adult lifestyle (Raitakari, et al., 1994; Telama, et al., 1997)

Youth who are active at 3 or 4 years of age are more active as adults (Pate, et al., 1996)

Moderate activity offers lifetime benefits Activity helps those who need it most -

unskilled and obese youth

Source: Surgeon General’s Report (1996)

Benefits of Physical Activity During the School Day Benefits on the behavioral and cognitive

functioning of youth. Recess before lunch means less food waste Integration of classroom PA breaks shows

improvement in on-task behavior during academic instruction.

Across studies, increased time for physical education does not negatively impact achievement in other subjects.

Sources: Tomporowski PD. Cognitive and behavioral responses to acute exercise in youths: a review. Pediatr Exerc Sci. 2003;15:348-359. Coe DP, et al. Effect of physical education and activity levels on academic achievement in children. Med Sci Sports Exerc. 2006;38:1515-19.SallisJF, et al.. Effects of health-related physical education on academic achievement: project SPARK. Res Q Exerc Sport. 1999; 70:127. Getlinger, et al. Food waste is reduced when elementary school children have recess before lunch. J Am Diet Assoc. 1996; 906-08.Mahar, et al. Effects of classroom-based program on physical activity and on-task behavior. Med Sci Sprts Exer. 2006.

Physical Education and Academic Achievement in Other Subjects

Physical Education (Project Spark) Implemented in 7 public elementary schools in

California PE classes incorporated moderate to vigorous PA Higher reading scores on the Metropolitan

Achievement Test Program did not interfere with academic

achievement in other subjects

Source: Sallis et al 1999

The Connection Between Physical

Activity and Academic Achievement

Physical Activity and Academic AchievementBrain-related benefits of exercise:

- improves attention

- improves memory

- improves learning capacity

- reduces stress and anxiety

- staves off cognitive decline as one ages

Physical Activity and Academic AchievementPhysiological Effects:

- exercise prompts the brain to produce greater amounts of a protein called brain-derived neurotrophic factor (BDNF)

- BDNF encourages brain cells to sprout synapses (connections between brain cells needed in order to learn)

- exercise plays a role in neurogenesis or production of new brain cells

Physical Activity and Academic AchievementPhysiological Effects (con’t):

- exercise causes the brain to release chemicals such as:

- endorphins (hormone-like compounds that regulate mood, pleasure, and pain)

- dopamine, norepinephrine, and serotonin

(affects focus and attention)

Physical Activity and Academic Achievement Exercise and the brain good resources:

Dr. John Ratey – “Spark: The revolutionary New Science and the Brain”

Dr. John Medina – “ Brain Rules”

Framework for the Physical Education Performance Standards

Based upon the Six National Standards for Physical Education

Uses the student expectations and components of each standard

What Are Standards?

Statements that define what students should know and be able to do.

Serve as a gauge for excellence, not minimum competencies

Describe the challenging goals for expanding and improving education

What Are The Benefits Of Standards? According to NASPE: “They combat the uninformed idea that

physical education is an academically soft area of study. The standards essentially say that physical education has academic standing.”

How are State Standards to be Used? To better serve schools and the local

community in the process of curriculum planning.

The curricula may differ from system to system while the Standards remain the same for all systems.

Enables systems to write curricula that reflects the resources and values of the community, while meeting the requirements of the State standards.

What is a High-Quality Physical Education Program?

What is a High-Quality Physical Education Program?

Physical education Physical education

teaches skills that make teaches skills that make

physical activity enjoyable physical activity enjoyable and lifetime in nature.and lifetime in nature.

A Physically Educated Person Has skills in a variety of movement forms Understands movement concepts Participates in a health enhancing level physical

activity Is physically fit Knows how to behave in a physical activity

setting Values a physically active lifestyle

Components of a high-quality physical education program3

1. Written curriculum (appropriate content)

2. Policies and environment (opportunity to learn) recommended – 150 minutes per week (elementary) and 225 minutes per week (middle and high school)

3. Instruction (teaching practices) by a highly qualified instructor

4. Student assessment (evidence of student understanding)

3 National Association for Sport and Physical Education. Moving into the future: National standards for physicaleducation. 2nd ed. Reston, VA: National Association for Sport and Physical Education, 2004.

Components (con’t) Appropriate and meaningful content: Instruction in a variety of motor skills that are

designed to enhance the physical, mental, and social/emotional development of each child

Fitness education and assessment to help children understand, improve and/or maintain their physical well-being

Development of cognitive concepts about motor skill and fitness

Components (con’t)

Opportunities to improve their emerging social and cooperative skills and gain a multi-cultural perspective

Promotion of regular amounts of appropriate physical activity now and throughout life

Written Curriculum Standards based Systematically developed Based on a guiding philosophy A living document

Key Components of a Quality Physical Education Curriculum

Follows Standards Scope and Sequence Instructional objectives Content of Instruction Student Assessment (matched with content of instruction) Teacher Resources

How Do We Know if We Have a Quality Written Curriculum?

CDC’s Physical Education Curriculum Analysis Tool (PECAT)1

1 1 Centers for Disease Control & Prevention. Physical Education Curriculum Analysis Tool. 2006Centers for Disease Control & Prevention. Physical Education Curriculum Analysis Tool. 2006

The Purpose of the PECAT To help schools conduct a clear, complete,

and consistent analysis of written physical education curricula

The PECAT

Can be used to analyze locally and commercially developed physical education curricula

Can help schools identify strengths and weaknesses of written curriculum

The PECAT

Helps users create an improvement plan based upon the results

Is user-friendly

Helps users create an improvement plan based upon the results

Is user-friendly

What PECAT Is & What PECAT Is Not PECAT is:

A tool to analyze written physical education curriculum

Based on national standards for physical education

PECAT is NOT: A tool to evaluate an

entire physical education program

Meant to evaluate the quality of physical education teachers

Meant to analyze instruction

PE GPS Development

Advisory Committee Developed (33 members) Writing Team Created (15 teachers – 4 each

representing grades K-2,3-5, 6-8 9-12 and one national consultant)

Writing Team retreats ( July 10-11 and 30-31) First Draft – August 4 sent to Advisory

Committee and HPE Coordinators for review and comment

PE GPS Development (Con’t)

Writing Team met (Sept. 5) to complete Second Draft

Second Draft sent to DOE internal reviewers December, receive approval of SBOE to post

for 60 days for public review and comment. Also sent to at least two national reviewers.

March, 2009, Writing Team meets to make appropriate changes

PE GPS Development (con’t)

June SBOE meeting – approval of Standards 2009-2010 school year – training statewide 2010-2011 school year - implementation

Health Education Performance Standards Development Based on the eight National Health

Standards Health Advisory Committee Developed Writing Team Created (15 members – 4

representing K-2, 3 representing 3-5, 3 representing 6-8, 4 representing 9-12, one consultant)

Writing Team Meetings - November 20 and 21 and December 18 and 19 (first draft)

Health Education Performance Standards Development (con’t)

First draft sent to Advisory Committee and HPE Coordinators for review and comment

January, 2009, - Writing Team meets to make appropriate changes

January/February, 2009 – draft sent to DOE internal reviewers

March, 2009 – brought before the SBOE for approval to post for 60 days. Also sent to at least two national reviewers.

Health Education Performance Standards Development (con’t)

May, 2009 – Writing Team meets to make appropriate changes

June, 2009 – brought before the SBOE for approval

2009-2010 school year – training statewide 2010-2011 school year - implementation

BOE Rules 160-4-2-.12 Comprehensive Health and

Physical Education Program Plan (2) Requirements (b) Each school containing any grade K-

5 shall provide a minimum of 90 contact hours of instruction at each grade level K-5 in health and physical education

(c) Each school containing any grade 6-12 shall make available instruction in Health and Physical Education

BOE Rules (con’t) Georgia High School Graduation

Requirements: Part 13: Areas of Study: Health/Physical

Education Section 13.1 Requirements All students are required to complete one

unit of credit in health and physical education. Students shall combine one-half or one-third units of credit of Health (17.011), Health and Personal Fitness (36.051), or Advanced Personal Fitness (36.061)

BOE Rules (con’t) Section 13.2 ROTC Option Under the new graduation rule, three (3)

units of credit in JROTC (Junior Officers Training Corps) may be used to satisfy this requirement under the following conditions: (1) JROTC courses must include Comprehensive Health and Physical Education Rule requirements in rule 160-4-2-.12 and (2) the local BOE must approve the use of ROTC courses to satisfy the one required unit in H and PE

BOE Rules (con’t) 160-4-2-.12 1. Sex education and Aids education shall

be a part of a comprehensive health program (f) each local BOE shall establish a

committee to review periodically sex/AIDS education instructional materials and make recommendations concerning age/grade level use. These recommendations shall be approved by the local BOE before implementation.

Evaluation of Health and Physical Education Programs

CDC - SHI (School Health Index) For elementary (K-5), middle (6-8) and high school (9-12) – a self-assessment tool that includes eight modules associated with the Coordinated School Health Program (Physical Education, Health Education, Health Services, Nutrition Services, Counseling Services, School Environment, Health promotion for Staff, Parent/Community Involvement )

Evaluation of a Physical Education Program NASPE (National Association for Sport and

Physical Education) – Quality Physical Education - How does Your Program Rate?

Compact to Educate the Whole Child The Association of Supervision and

Curriculum Development (ASCD) published (spring, 2007) a “New Compact” to Educate the Whole Child. One of the five components states “Each student enters school healthy and learns about and practices a healthy lifestyle. This includes healthy menus at school, regular recess, physical and health education, school counseling, and intramural programs”

Contact Information

Dr. Richard ‘Bud’ Reiselt

Education Program Specialist for

Health and Physical Education

rreiselt@doe.k12.ga.us

404-656-6865