WHY

1
WHY
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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)

3
Why Should There Be a Health and Physical
Education Program in the Schools?
4
Should Health and Physical Education be taught by
qualified teachers?
5
How does teaching Health and Physical Education
help students?
6
Why should a School Board member care about a
comprehensive Health and Physical Education
program?
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Selected Issues

• Obesity and Health Care Costs
• Legislation and State Initiatives
• No Child Left Behind

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Obesity and Health Care Costs
9
Percentage of U.S. Children and Adolescents Who
Were Overweight
Ages 12-19
5
Ages 6-11
4
gt95th 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
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Percentage of U.S. Children and Adolescents Who
Were Overweight
16
15
Ages 12-19
5
Ages 6-11
4
gt95th 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
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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

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Sedentary Death Syndrome
13

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 adults weight in relation to his
or her height, specifically the adults weight in
kilograms divided by the square of his or her
height in meters CDCs Behavioral Risk Factor
Surveillance System (BRFSS). Source Mokdad A H,
et al. JAMA 199928216. Source Mokdad A H, et
al. JAMA 200128610. Source Mokdad A H, et al.
JAMA 20032891.
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Obesity Trends Among U.S. AdultsBRFSS, 1991-2002
(BMI 30, or 30 lbs overweight for 5 4 woman)
2002
No Data lt10 1014
1519 2024 25
15
Obesity Trends Among U.S. AdultsBRFSS, 1985
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1986
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1987
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1988
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1989
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1990
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1991
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1992
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1993
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1994
(BMI 30, or 30 lbs overweight for 5 4 woman)
25
Obesity Trends Among U.S. AdultsBRFSS, 1995
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1996
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1997
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1998
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1999
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 2000
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 2001
(BMI 30, or 30 lbs overweight for 5 4 woman)
No Data lt10 1014
1519 2024 25
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Obesity Trends Among U.S. AdultsBRFSS, 2002
(BMI ?30, or 30 lbs overweight for 54 person)
No Data lt10 1014
1519 2024 25
Source Behavioral Risk Factor Surveillance
System, CDC
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Is there a connection?
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Percentage of U.S. High School Students Who
Attended Physical Education Classes Daily, 1991
- 2001
Source CDC, National Youth Risk Behavior Survey
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Percentage of Schools that Require Physical
Education, by Grade
CDC, School Health Policies and Programs Study,
2000
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Trends in PE Legislation

• 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

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Heres the 411 on PE

• Its slamming, its dope, its sweet and its
  tight

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Glossary

• Flossin good looking
• Peeps people, friends
• Down Low Keep it quiet, secret
• Keeping It Real - authentic
• Fo Sho for sure, absolutely
• Fer Real honest, for real
• Off the Hook crazy, weird, wild
• Phat awesome, great
• Da Bomb terrific, number one
• Hooked Up got together
• 411 information
• (http//www.urbandictionary.com/)

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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.
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• 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.
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• 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 lifestyleschool districts
shall develop and administer assessments for PE
to implemented by the 03-04 school year.
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• PE Thats

Louisiana (SB 398 7/1/03) Requires public
schools serving grades K-6 to provide at least 30
minutes daily of quality physical education to
their students. Effective 2004-2005 School year.
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• 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 districts physical education
curriculum or through structured activity during
a school campuss daily recess.
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• 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.
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• 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.
46

• 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,
skillsto be physically active for life.
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• New Jersey - In a Class By Itself
• Health, Safety, and Physical Education Mandate

18A35-7. 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.
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• New Jersey - In a Class By Itself
• Health, Safety, and Physical Education Mandate

• 18A35-8. 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!

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STARS is NASPE's national achievement program
recognizing outstanding physical education
programs in K-12 schools across America.

• Fleetwood Elementary School, Mt. Laurel, NJ
• Carol Lynch, Physical Education teacher

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• The flossin peeps need their PE -- dont keep it
  on the down low!

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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!

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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.
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The Relationship Between Fitness Levels and
Academic Achievement, in California Grade 7
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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?

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Advocacy

• What is it
• and
• how can we be a player?

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Spheres of Influence
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A Cast of Thousands
State board of education
Legislature
Governor
Chief state school officer
State level
State education agency staff
School board
Local government
School district level
Superintendent
Central office staff
School improvement council
School level
Principal
School staff
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Cardinal Rules of Advocacy

• All politics is local or why no one can explain a
  bill like a constituent.
• Prince Machiavelli Rule Dont 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.

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Cardinal Rules of Advocacy

• Animal Farm Rule All legislators are equal
  its 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)

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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

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Persistence Pays

• Respect the hierarchy
• Stay focused on the ultimate goal
• Dont expect quick or easy success
• Sustain the effort
• Be willing to compromisebut know your bottom
  line
• Dont 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

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Making an Action Plan
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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

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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?

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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?

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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?

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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?

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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?

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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?

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Can you say Yes!

• 10.Reflected on your program and then planned and
  implemented changes to make it more effective?

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Scoring Rubric

• If you responded yes to

All 10 You are a super advocate. Your passion is
sizzling!
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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.

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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.

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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????

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You Never Know
Talking with your neighbor

• That moment in line - shoveling snow is exercise

Counseling during a job interview
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Developing an Action Plan
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Action Plan

• First, identify your desired outcome.

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Action Plan

• Second, consider why this issue or concern should
  be addressed.

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Action Plan

• Third, who do you want to influence?

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Action Plan

• Fourth, the strategies you will use to
  communicate and accomplish your goal.

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Strategies

• Billboard
• Fiscal Responsibility
• Educational Experience
• Technology Strategy
• Lets Get Obvious

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Action Plan

• The fifth component of the action plan requires
  that you develop a concise message?

A
I
H
W
A
I
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Action Plan

• Number six, you need a network.

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Action Plan

• Creative
• Feasible
• Individual Strengths
• Group Strengths
• Time, effort and commitment
• Acknowledge others

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Whatever It Takes

• 3 Words - Your Strengths
• 3 Things - Youre Passionate About
• Your Plan - A Beginning

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Make It Happen

• A dream without a plan is only a wish
• a vision without action is only an illusion..
• Willie White

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Supplemental Information
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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?
• Cant physical education be provided as part of
  recess?
• Why do schools have to take responsibility for
  the physical activity of students?

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Physical Educations 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 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

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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 Generals Call to Action To Prevent
  and Decrease Overweight and Obesity (2001)
• Guide to Community Preventive Services (2001)

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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 stressthus,
  through its effects on mental health, may help
  increase students capacity for learning
• Increases in time for physical education did not
  lead to lower test scores

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Useful ResourcesSchool 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
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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

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Fit, Healthy, and Ready to Learn A School
Health Policy Guide

• Guide to policymaking
• Sample policies - download at www.nasbe.org/healt
  hyschools/fithealthy.mgi
• Full explanations
• Research findings
• Notable quotes
• Excerpts of actual policies
• Resource lists

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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
• Presidents Council
• New Jersey Department of Education

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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

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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

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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
  Childrens Health, Harvard School of Public Health