Why PE Matters Building the case for physical education to promote equity, academic achievement & physical fitness Introduction: Background on SUSF Coalition: Established in 2006 Work in collaboration with diverse members in the community to address chronic disease prevention through policies and programs that promote active living and healthy eating. Background on PEA: SUSF recognizes the importance of PE for youth as it is the only equitable way for all children to get regular PA. SUSF started PEA in May 2010 by convening stakeholders concerned over the state of physical education in California schools. There was no organized effort speaking up for the right of San Francisco’s children to have equitable opportunities for physical activity. - As a result, Shape Up SF PE Advocates was formed in May of 2010.

PE vs. PA Let’s start by discussing the difference between PE and PA. Physical activity is bodily movement that requires energy expenditure. Such as recess, sports participation and building physical activity into daily routines (like taking the stairs or walking or biking to school) come into play. The CDC in fact, recommends children get at least 60 minutes of physical activity per day. Physical Education (PE) is a curriculum based on content standards. Develops physically-educated individuals who have the knowledge, skills, and confidence to establish and sustain an active lifestyle and to continue this throughout their lifetime. It helps children be able to learn how to resolve conflicts, set goals, and team building skills. Ex: Recess and/or sports does not count as PE –why? Bc only 3% of adults over the age of 24 stays active playing team sports Because not all students are able to be physically active outside of school hours– Physical Education is the most equitable way for all children to get regular physical activity. Sources (1) California Department of Education. 2006. California Health Education Content Standards for California Public Schools, Kindergarten through Grade Twelve. http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf (2) Ratey, J. J., & Hagerman, E. (2008). Spark: The Revolutionary New Science of Exercise and the Brain (Reprint edition.). New York, NY: Little, Brown and Company. (3)World Health Organization. http://www.who.int/topics/physical_activity/en/. 21) Woodward-Lopez, G., Atkins, R., Atkins, V., Diaz, H., Cox, L., & Chamberlain, W. (2010). Physical Education Research for Kids (PERK). Retrieved from http://www.childrennow.org/uploads/documents/bwlw2011_resource1.pdf Physical Education is the equitable way for ALL children to get regular physical activity.

Benefits of Physical Activity Why is PA so important? Take a look at this image, Some benefits of Physical Activity you see here are to be expected – Activity, physical, increase, cardiovascular… But what you also find are self-esteem, alertness, cognition, etc. Sources (3) San Francisco Department of Public Health. (2012). San Francisco Community Health Improvement Plan. Retrieved from https://www.sfdph.org/dph/files/chip/CHIP_FullReport_UPDATED04052013.pdf (4) Madsen, K. A., Gosliner, W., Woodward-Lopez, G., & Crawford, P. B. (2009). Physical activity opportunities associated with fitness and weight status among adolescents in low-income communities. Archives of Pediatrics & Adolescent Medicine, 163(11), 1014–1021. doi:10.1001/archpediatrics.2009.181 (5) Andersen, L.B., Harro, M., Sardinha, L.B., Froberg, K., Ekelund, U., Brage, S., Anderssen, S.A. (2006). Physical activity and clustered cardiovascular risk in children: A cross-sectional study (The European Youth Heart Study). Lancet, 368(9532), 299-304. (6) Wardle, J., Brodersen, N.H., Boniface, D. (2007). School-based physical activity and changes in adiposity. Int J Obes (Lond), 31(9), 1464-8. (7) Must, A., Tybor, D.J. (2005). Physical activity and sedentary behavior: A review of longitudinal studies of weight and adiposity in youth. Int J Obes (Lond), 29(Suppl 2), S84-96 (8) Datar, A. Sturm, R. (2004). Physical education in elementary school and body mass index: evidence from the early childhood longitudinal study. Am J Public Health, 94(9), 1501-1506 (9) Sollerhed, A.C. Ejlertsson, G. (2008). Physical benefits of expanded physical education in primary school: Findings from a 3-year intervention study in Sweden. Scand J Med Sci Sports, 18(1), 102-107. (10) Shape Up San Francisco (2011). Shape Up SF PE Advocates: Recommendations to increase physical activity during the school day. Szeto, M., Goette C. Available at www.shapeupsf.org. (11) Narayan K., Boyle, J.P., Thompson, T.J., Sorensen, S.W., Williamson, D.F. (2003). Lifetime risk for diabetes mellitus in the United States. JAMA, 290(14), 1884-1890.

Physical Activity Primes the Brain for Learning Average composite of 20 student brains PA primes the brain for learning. This image is a composite brain scan of 20 students that illustrates the impact of just 20 minutes of light aerobic activity (such as walking). The colors on the brain scan on the right indicate higher levels of brain chemicals associated with Brain functioning and growth(10) Learning (10) Attention (10) Alertness (10) Concentration(10) Cognition (10) Motivation (10) Mood (10) self-esteem(10) Attendance(21) With these chemicals activated, the brain is actually primed to learn. Sources (1) Ratey, J. J., & Hagerman, E. (2008). Spark: The Revolutionary New Science of Exercise and the Brain (Reprint edition.). New York, NY: Little, Brown and Company. (2) Shape Up San Francisco (2011). Shape Up SF PE Advocates: Recommendations to increase physical activity during the school day. Szeto, M., Goette C. Available at www.shapeupsf.org. (10) Shape Up San Francisco (2011). Shape Up SF PE Advocates: Recommendations to increase physical activity during the school day. Szeto, M., Goette C. Available at www.shapeupsf.org. (21) Woodward-Lopez, G., Atkins, R., Atkins, V., Diaz, H., Cox, L., & Chamberlain, W. (2010). Physical Education Research for Kids (PERK). Retrieved from http://www.childrennow.org/uploads/documents/bwlw2011_resource1.pdf Scan compliments of Dr. Chuck Hillman, University of Illinois.

Physical Activity Linked to Improvements in Standardized Test Scores Physical activity has been linked to improvements in: Grades (12-20) Standardized test scores (12-20) The FITNESSGRAM is the State of California mandated physical fitness assessment given to students in grades 5, 7, and 9. Results determine if a student falls within the Healthy Fitness Zone (HFZ) for six individual tests as a measure of overall fitness. A student who falls within the Healthy Fitness Zone for all six tests may be considered “fit overall.” The battery of tests include:  Mile Run or PACER tests for aerobic capacity  Push-Up, Curl-Up, Trunk Lift, and Back Saver Sit and Reach tests for muscular strength, endurance and flexibility  Skinfold Measurement or Body Mass Index (BMI) determines body composition (BMI is determined in a formula that represents a relationship between height and weight.) These graphs show that the more “Healthy Fitness Zones” that a student achieves, the higher the test scores are in reading and math for 5th, 7th, and 9th graders. There is a Strong correlation b/t PA and academic success! Sources (12) Hanson, T.L., Austin, G.A. (2003). Are student health risks and low resilience assets an impediment to the academic progress of schools? (California Healthy Kids Survey factsheet 3). Los Alamitos, CA: WestEd (13) Robert Wood Johnson Foundation (2007). Active education: physical education, physical activity and academic performance. Prepared by: Trost, S. San Diego, CA. Retrieved June 15, 2009, from http://www.rwjf.org/files/research/activeeducation.pdf (14) Mahar, M.T., Murphy, S.K., Rowe, D.A., Golden, J., Shields, A.T., Raedeke, T.D. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Med Sci Sports Exerc, 38(12), 2086-94 (15) NASPE (National Association for Sport and Physical Education) (2001a). Physical education is critical to a complete education. Reston, VA (16) Wang, F., Veugelers P.J. (2008). Self-esteem and cognitive development in the era of the childhood obesity epidemic. Obes Rev, 9(6), 615-23. (17) Trudeau, F., Shephard, R.J. (2008). Physical education, school physical activity, school sports and academic performance. Int J Behav Nutr Phys Act, 5, 10. (18) Coe, D.P., Pivarnik, J.M., Womack, C.J., Reeves, M.J., Malina, R.M. (2006). Effect of physical education and activity levels on academic achievement in children. Med Sci Sports Exerc, 38, 1515-1519. (19) Castelli, D.M., Hillman, C.H., Buck, S.M., Erwin, H.E. (2007). Physical fitness and academic achievement in third- and fifth-grade students. J Sport Exerc Physiol, 29, 239-252.  (20) Carlson, S.A., Fulton, J.E., Lee, S.M., Maynard, M., Brown, D.R., Kohl, H.W., Dietz, W.H. (2008). Physical education and academic achievement in elementary school: Data from the early childhood longitudinal study. Am J Public Health, 98(4), 721-727.

There have been lots of research that supports PA’s mental benefits However, among the most ambitious study ever conducted on PA and cognitive performance in children was recently published in Pediatrics. Researchers from the University of Illinois placed 220 8 and 9- year olds in two groups: One group engaged in 70 mins of PA everyday after school for 9 months 2nd group did not and continue with their normal lives. At the end the study found: The first group of physically active kids showed significant improvements in their scores on a computer-based test of executive function and improved concentration. Sources (1) Hillman, C. H., Pontifex, M. B., Castelli, D. M., Khan, N. A., Raine, L. B., Scudder, M. R., … Kamijo, K. (2014). Effects of the FITKids Randomized Controlled Trial on Executive Control and Brain Function. Pediatrics, 134(4), e1063–1071. doi:10.1542/peds.2013-3219

Physical Activity Linked to Fewer Classroom Behavior Problems 59% 67% Studies have shown that physical activity has also been linked to fewer classroom behavior problems(14,22) At this elementary school the only change they made was going from PE 1 day a week to 5 days a week: they saw a 59% decrease in discipline incidents involving violence and a 67% decrease in out of school suspension days. Sources (14) Mahar, M.T., Murphy, S.K., Rowe, D.A., Golden, J., Shields, A.T., Raedeke, T.D. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Med Sci Sports Exerc, 38(12), 2086-94 (22) Barros, R.M., Silver, E.J., Stein, R. (2009). School recess and group classroom behavior. Pediatrics, 123, 431-436. Woodland Elementary School, Kansas City, Fall 2005-Spring 2006, Grades 4 and 5

These studies remind us that mind and body go together (click mouse) …or they go nowhere (Blank Page). Unfortunately, with The No Child Left Behind Act, increased testing, and decreasing budgets all have resulted in many public schools reducing time for PE despite state mandates. Although, SF middle and high schools have met their PE mandate, however, elementary schools often do not due to limited training, resources, and time.

Adding physical education to the school curriculum by taking time from academic subjects does not decrease student academic achievement. Conversely, adding time to academic subjects by taking time from PE does not enhance grades in these subjects and may be detrimental to health. However, studies have found that: Adding physical education to the school curriculum does not take time away from other subjects nor does it decrease student academic achievement(2) However, taking away PE time does not improve grades, instead you find decreases in concentration, cognition, and other cognitive benefits discussed earlier. Sources (1) Woodward-Lopez, G., Atkins, R., Atkins, V., Diaz, H., Cox, L., & Chamberlain, W. (2010). Physical Education Research for Kids (PERK). Retrieved from http://www.childrennow.org/uploads/documents/bwlw2011_resource1.pdf (2) Trudeau, F., Shephard, R.J. (2008). Physical education, school physical activity, school sports and academic performance. Int J Behav Nutr Phys Act, 5, 10.

THE MAJORITY OF LOW-INCOME CHILDREN DO NOT PARTICIPATE Children (3-11Y) and Teens (12-19Y) Not On a Sports Team in San Francisco by Gender and Income Level THE MAJORITY OF LOW-INCOME CHILDREN DO NOT PARTICIPATE IN SPORTS TEAMS OUTSIDE OF PE. Some people argue that there aren’t enough hours in a day and schools and afterschool programs offer sports. However, Not Every Child plays Sports: Because of financial and transportation reasons. Students who are most affected by the lack of PE are also the ones with the most to gain.(1) Sources (1) Hanson, T.L., Austin, G.A. (2003). Are student health risks and low resilience assets an impediment to the academic progress of schools? (California Healthy Kids Survey factsheet 3). Los Alamitos, CA: WestEd California Health Interview Survey, 2007

Physical Education is the equitable way for ALL children to get regular physical activity. This brings us back to the subject of equity. Having PE at school is the only place where all students, regardless of background, can participate in physical activity and experience the many benefits it brings.

Shape Up SF’s Vision for PE All students receive daily, quality PE from PE-credentialed teachers. SFUSD develop and implement a measure of accountability to ensure equitable access to quality PE.

Our Successes Received grant from California Department of Public Health to conduct first PE assessment. Funded a second PE assessment in partnership with SFUSD. Raised value and awareness about benefits of PE to SFUSD administrators. 500% increase of PE Specialists at elementary schools. Systematic approach to assigning PE Specialists to elementary schools.

It’s important that all children become physically active and PE is the only equitable way to do this. However, until PE is designated as a core subject it will continue to face the risk of being perceived as expendable and secondary to other “core” subjects. Thank You! www.PE4SF.org