1. GPS For Physical Education Implications of the Georgia Department of Education Health and Physical Education Performance Standards (GPS)

3. Georgia Rankings  Adult Obesity rates: ranks 14th  Overweight Youths Ages 10-17: Georgia ( 11 th highest state)  Adult Obesity rates: ranks 14th  Overweight Youths Ages 10-17: Georgia ( 11 th highest state)

4. 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

5. How Active are Young People?

6. 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 61 68 67 66 55 33 20 0 10 20 30 40 50 60 70 80 K1st2nd3rd4th5th6th7th8th9th10th11th12th Percent of schools

7. Daily 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

8. 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

9. 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)

10. 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)

11. 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.

12. 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

13. The Connection Between Physical Activity and Academic Achievement

14. Physical Activity and Academic Achievement Brain-related benefits of exercise: - improves attention - improves memory - improves learning capacity - reduces stress and anxiety - staves off cognitive decline as one ages

15. Physical Activity and Academic Achievement Physiological 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

16. Physical Activity and Academic Achievement Physiological 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)

17. 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”

18. 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

19. 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

20. 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.”

21. 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.

22. What is a High-Quality Physical Education Program?

23. Physical education Physical education teaches skills that make teaches skills that make physical activity enjoyable and lifetime in nature. physical activity enjoyable and lifetime in nature.

24. 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

25. Components of a high-quality physical education program 3 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 physical education. 2nd ed. Reston, VA: National Association for Sport and Physical Education, 2004.

26. 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

27. 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

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

29. 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

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

31. CDC’s Physical Education Curriculum Analysis Tool (PECAT) 1 1 Centers for Disease Control & Prevention. Physical Education Curriculum Analysis Tool. 2006

32. The Purpose of the PECAT To help schools conduct a clear, complete, and consistent analysis of written physical education curricula

33. The PECAT Can be used to analyze locally and commercially developed physical education curricula Can help schools identify strengths and weaknesses of written curriculum

34. 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

35. 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

36. 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

37. 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

38. PE GPS Development (con’t) June SBOE meeting – approval of Standards 2009-2010 school year – training statewide 2010-2011 school year - implementation

39. 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)

40. 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.

41. 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

42. 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

43. 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)

44. 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

45. 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.

46. 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 )

47. Evaluation of a Physical Education Program NASPE (National Association for Sport and Physical Education) – Quality Physical Education - How does Your Program Rate?

48. 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”

49. Contact Information Dr. Richard ‘Bud’ Reiselt Education Program Specialist for Health and Physical Education rreiselt@doe.k12.ga.us 404-656-6865