1 Pumping Up P.E. in Illinois Action for Health Kids - 9 th Annual Illinois School Wellness Conference April 28, 2016
2 Today s presentation will: Introduce Enhanced Physical Education Improve your understanding of the recent policy changes related to enhancing P.E. in Illinois Increase your awareness of Pump Up P.E., a training for physical educators Engage you in hands-on demonstrations of enhanced P.E. practices
3 Acknowledgements 2 The Pump Up P.E.program was originally developed with funding from the Centers for Disease Control and Prevention through the Healthy HotSpot initiative led by the Cook County Department of Public Health. Funding for additional trainings in the collar counties has been made possible by a grant from the Illinois Department of Public Health.
4 The Big Picture: Chronic Disease 9 Chronic disease among IL students 1 in 3 IL children at increased risk Regular P.A. can reduce risk of chronic disease
5 11 The Intervention Increasing physical activity levels in P.E. classes through Enhanced P.E. Goal: Increase MVPA to at least 50%
6 GOAL GOAL All Illinois K-12 school students will participate in daily, high-quality physical education (PE) in order to promote academic achievement and realize the lifetime benefits of exercise and fitness.
7 Return on Investment 12 Better Learners Cognitive performance Ability to achievers Enhanced PE and School-Based Physical Activity Better Health Physical fitness Reduced risk of disease Less stress Improved mental health Better Behaviors On-task behavior Less disruptive Fewer disciplinary incidents 7
8 WHY: By the Numbers 2x More likely to meet ISAT standards when fit 1 20% On task behavior among most challenged students 3 11 Min. of physical activity in avg. 30-min. K-6 PE class 2 ~1 in 3 Illinois children are obese/overweight 4 1. Bass, R.W., et al. (2013). Acta Paediatrica Nurturing the Child. doi: i: /apa McKenzie, T. J. (2006). Research Quarterly for Exercise and Sport, 77 (Supp 1), A9. 3. Mahar, M.T, et al (2006) Med Sci Sports Exerc. 38(12): CDC, Division of Nutrition, Physical Activity, and Obesity Pediatric Nutrition Surveillance System
9 IMPROVES BRAIN FUNCTION Brains after sitting quietly Brains after 20 minute walk Average composite of 20 student brains taking the same test ROI: Studies show children scored a full grade-level higher in reading comprehension after physical activity than after a period of rest Research/scan compliments of Dr. Chuck Hillman University of Illinois: Hillman, C.H., et al. (2009) The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience. 159(3):
10 26 Recent P.E. Developments and New Laws in IL 1) Extending highly qualified status to physical educators 2) Revising Standards 3) Requiring fitness testing
11 Pump Up P.E.: A training for physical educators Physical educators who attend this training leave with practical, immediately applicable strategies, and tools & resources to: Increase MVPA using modified games and classroom management procedures Use backwards design to align curriculum with State Learning Standards Administer the fitness tests that will be required in IL starting in the academic year Understand what to do with fitness data keys to meaningful implementation Teach the brain/body connection getting students to own their fitness Champion P.E. and wellness efforts in their schools, districts and communities Let s go over the major components of the training!
12 Demonstration: Outdated P.E. - Attendance and Warm-Up You will now see a demo of an outdated P.E. approach. We need 4 volunteers to play students. Presenter will play the teacher role. So how is Enhanced P.E. Different?
13 Outdated P.E. vs. Enhanced P.E. A) Curriculum Outdated P.E. Skills and rules to play team games (e.g., basketball, football, soccer, baseball) Enhanced P.E. 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)
14 Outdated P.E. vs. Enhanced P.E. B) Grouping Outdated P.E. Large groups; limited equipment Athletes are leaders Enhanced P.E. Small groups; adequate equipment for active participation All students have opportunities for success
15 C) Fitness Emphasis Outdated P.E. Skill-related Comparison to national norms Enhanced P.E. Emphasis on health-related fitness components Students are engaged in self-testing, applying principles of fitness; understand that they own their own fitness and learn to maintain and improve it to optimize health and well-being; and understand how level of fitness affects health and cognitive function
16 Outdated P.E. vs. Enhanced P.E. D) Instruction Outdated P.E. Teacher-directed Teacher controls and paces the entire lesson Enhanced P.E. 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
17 Outdated P.E. Emphasis on competition winning and losing. E) Social Skills Enhanced P.E. 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 social-awareness and interpersonal skills to establish and maintain positive relationships* Demonstrate decision-making skills and responsible behaviors in school* *=Social-Emotional Learning Standards
18 Outdated P.E. vs. Enhanced P.E. F) Grading & Assessment Outdated P.E. Based on attendance, dress, skill level, fitness scores Enhanced P.E. Based on self-improvement, self-evaluation; peer assessment; skill rubrics Used to monitor and reinforce student learning
19 Outdated P.E. Teacher officiates games, giving feedback on skill performance and knowledge of rules; large group games; students waiting in line to play; winning emphasized G) Games Enhanced P.E. Students engage in activities and sports with a health-related fitness component Emphasis on participation and getting everyone active
20 H) Technology Outdated P.E. Enhanced P.E. Stop watch Computers; pedometers; heart rate monitors; other fitness technology Note: You don t have to have special equipment above to implement enhanced P.E. approaches, but it can be a great tool.
21 Enhanced P.E. in Practice: 37 Game Modifications 1) Relay modifications Calories In/Calories Out Instructions: Form groups of 4-5. Sit behind one another in relay formation. At Go!, the 1 st person runs down, gets a card & brings it back to the group. Group identifies food, # of calories and activities to burn off calories. ALL perform activities together. Next person goes. Repeat until all cards done or time is called.
22 Integrating Neuroscience into the State Learning Standards
23 45 Structure of State Goals/Learning Standards Goal Why is goal important Learning Standards Performance Descriptors
24 What the State Learning Standards can do for teachers/schools: Guide to organize curriculum Means to gauge student progress Means to communicate the purpose and results of physical education to the local community
25 Standards Revisions Overview 2013 Standards Revision Outcomes: Focus shifted to health and fitness Included brain/body connection Included two new standards Goal 22D Learning about how to advocate for individual, family and community health. Goal 23D Learn about how the brain is affected by physical activity
26 State Goal 19: Movement Skills Goal: Acquire movement/motor skills and understand concepts necessary to engage in MVPA. Why important: Performance of physical activities involves competency in a wide range of movement/motor skills. Learning to follow rules enhances enjoyment & success in sports. At higher levels, students learn how to maintain health & fitness as individuals and members of teams.
27 Revisions to SG 19
28 State Goal 20: Physical Fitness Goal: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. Revisions: Added skill-related fitness to 20A (was just health-related components of fitness before) and added relationship of fitness and academic performance to 20B (on assessing fitness). Why important: Students need to apply FITT (frequency, intensity, time and type) training principles to achieve personal fitness goals. Students need to understand and apply the concepts of health-related and skill-related components of fitness to develop lifelong understanding and good habits for overall health and fitness.
29 State Goal 21: Team Building Goal: Develop skills necessary to become a successful member of a team by working with others during physical activity. Revisions: Added socio-emotional learning standards to 21A (personal responsibility) and 21B (cooperation). Why important: Teamwork and cooperative skills are used to work effectively with others, set individual and group goals, solve problems, and enhance the quality of interpersonal relationships.
30 State Goal 22: Health Promotion, Prevention and Treatment Goal: Understand principles of health promotion and the prevention and treatment of illness and injury. Why important: Through mastery of knowledge, skills, and behaviors essential to healthy living, learners will accept responsibility and consequences for personal decisions and behaviors.
31 State Goal 23: Human Body Systems Goal: Understand human body systems and factors that influence growth and development. Why important: To achieve healthful individual development, students need to understand human anatomy and physiology, nutrition, stages of growth and development, avoidance of harmful actions, and the characteristics of good health habits.
32 Revisions to SG 23
33 23D - Communicating the WHY Brain/Body Connection 70 Crucial for students to understand: Why physical activity is beneficial to academics The importance of lifelong fitness Human anatomy and physiology Nutritional concepts Stages of growth and development Characteristics of healthy habit What can this look like in practice? The Brain Song
34 State Goal 24: Communications & Decision-Making Goal: Promote and enhance health and well-being through the use of effective communication and decision-making skills. Revisions: Added connection to Social-Emotional Learning Standards. Why this goal is important: Students need to know how to communicate their health needs and take responsibility for their health. Consideration for others becomes a part of health promotion: Students who can identify and communicate about health-related issues, and can make healthy decisions, will benefit as they grow and mature in school and throughout life.
35 New Fitness Testing Requirements
36 How did we get to fitness assessments? 83 New Law PA : Following recommendations of the Enhanced P.E. Task Force, legislature passed a new law requiring fitness assessments to help measure the impact of state goal 20 in the learning standards for physical development and health Law requires scientifically-based, health related fitness assessments be given to Illinois students every year for grades 3 through 12 How will fitness assessments help?
37 Fitness testing protocol 89 Schools will use fitness testing protocols that were developed by Fitnessgram. What is Fitnessgram? Measures progress, not performance. Fitnessgram is a criterion-based, health-related fitness assessment tool, provides a snapshot of each child s health. Used as an ongoing assessment in a P.E. curriculum, Fitnessgram gives students a starting point and helps them make plans to improve their health and fitness.
39 Resources: 90 All resources you need to administer the required tests are available for FREE at PYFP.org The testing protocols One-pager on test administration The full handbook on test administration Equipment workarounds The free reporting spreadsheet Guide on interpreting results Brockport alternatives
40 Pump Up P.E. Trainings In , we offered 13 trainings in suburban Cook County and six trainings in the collar counties. We will be offering more trainings in the school year. Sign up to receive updates on the training schedule!
41 Q & A Contact information: Sarah Chusid Enhanced Physical Education & Obesity Prevention Program Specialist Center for Policy & Partnership Initiatives Illinois Public Health Institute (312) Ext. 10