2010 National Association For Sport And Physical Education

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2010 National Association for Sport and Physical Educationan association of the American Alliance for Health, Physical Education, Recreation and Dance. (AAHPERD)All rights reserved. Intended for individual use only.Reproducing this work in any form or by any electronic, mechanical, or other means—including photocopying or storage in any information-retrieval system—is expressly forbidden without the written permission ofthe publisher. For permission to reprint or copy portions of this work for public or other dissemination, visitwww.naspeinfo.org or e-mail naspepermissions@aahperd.org.ISBN: 978-0-88314-958-4Suggested citation for this book:National Association for Sport and Physical Education & American Heart Association. (2010). 2010 Shapeof the nation report: Status of physical education in the USA. Reston, VA: National Association for Sportand Physical Education.

Table of ContentsAbout this Report.iiiIntroduction .1Executive Summary .3 Background: The Current Shape of the Nation .4 Metrics .4 Key Guidelines for Children and Adolescents .4 Physical Activity Participation by Young People .5 Public Support for Physical Education.5 Overweight Among Youths .5 Physical Fitness and Academic Performance.5 Expenditures on Physical Education . 6Overview of 2010 Survey Results .6Recommendations for Action .92010 Survey Results: The Shape of the Nation Key State Physical Education Policies and Practices Chart .12 Individual State Profiles .15 State Standards for Physical Education Chart.63 State Requirements for Teacher Certification/Licensure in Physical Education Chart.67 State Requirements for Student Assessment in Physical Education Chart .69Appendix A: National Standards and Guidelines for K-12 Physical Education.71Appendix B: Federal Legislation Affecting Physical Education.73Appendix C: The Fight for Physical Education in the States .75Appendix D: Public Policy Agenda for Physical Education Research.77i

About this ReportThis report provides current information on the status ofphysical education in each of the states and the Districtof Columbia. Advocates can use this information in presentations, letters and other means of communicationwith federal and state policymakers, the media and thegeneral public as part of the basis for expanding andimproving physical education.About the ProjectThis project was supported by the professional membersand leaders of the National Association for Sport andPhysical Education (NASPE), an association of theAmerican Alliance for Health, Physical Education,Recreation and Dance (AAHPERD), and by the volunteersand leaders of the American Heart Association (AHA).NASPE and AHA are committed to educating and advocating the importance and need for quality physical educationprograms for all children and adolescents in grades K–12.We are confident that the information in this latest editionof the Shape of the Nation Report will help bring attention tothe need for quality physical education programs thatincrease the health, academic performance and well-being ofall children and adolescents.This report is available online for downloading atwww.naspeinfo.org/shapeofthenation.Purpose and ScopeNational Board Certification in physical education State physical education coordinator requirements Body mass index (BMI) collectionThis report not only brings attention to the importance of quality, daily physical education programs for allschool-age children, it also will provide information thatcan be used as a basis for expanding and improvingphysical education programs in those states that needassistance. Quality physical education programs for all ofour children are the foundation for healthy, physicallyactive lifestyles as adults. The vision is that every studentwill become physically educated and thus possess theknowledge, skills and confidence to be physically activeand healthy for a lifetime. MethodologyDuring the winter of 2009-10, NASPE asked physicaleducation coordinators in all 50 state education agenciesand the District of Columbia to complete an onlinequestionnaire about physical education mandates andpractices in their states. Follow-up e-mail messages andphone calls achieved complete response by all 51 entities.The data were reviewed and compiled into individualstate profiles and summary charts. The profile for eachstate was returned to the respective state educationagency representatives for confirmation of the contentsand revisions were made as needed.The purpose of this Shape of the Nation Report is to provide current information about the status of physicaleducation in each of the 50 states and the District ofColumbia in the following areas: Time requirements Exemptions/waivers and substitutions Class size Standards, curriculum and instruction Student assessment and program accountability Physical education teacher certification/licensurePREFACE iii

IntroductionSince 1987, the National Association for Sport andPhysical Education (NASPE) has compiled the Shape ofthe Nation Report on a periodic basis to measure physicaleducation standards in the American education system.The report is made available to the profession and public to raise awareness and provide data for ongoing evaluation of progress made and challenges remaining.As with the 2006 Shape of the Nation Report, NASPEonce again is partnering with the American HeartAssociation (AHA) to collect and assimilate these data,and to provide additional supporting information. Thetwo organizations work together to support physical andhealth education in schools and advocate at the federaland state levels.NASPE is the pre-eminent national authority onphysical education and a recognized leader in sport andphysical activity, and the AHA is a national voluntaryhealth agency whose mission is to reduce disability anddeath from cardiovascular diseases and stroke. BothNASPE and AHA believe in the importance of physicaleducation programs as regular physical activity not onlyimproves one’s overall well-being, it is one of the bestpreventers of significant health problems—includingoverweight or obesity, high blood pressure and cholesterol levels—linked to many chronic diseases.The Shape of the Nation Report seeks to track our success, as a nation, in teaching our children that physicaleducation is a foundational element of a healthy lifestyle.The report looks at each state and the guidelines it setsforth toward this goal. The ongoing challenge of such areport, of course, is that there is no standard benchmarkagainst which to measure. Mandates differ widely fromstate to state. Many state policies are broad and leavedetails open to interpretation by local schools, while others are quite prescriptive.With this in mind, the Shape of the Nation Report survey was limited to categories of information that couldbe measured across most states; an attempt to compare“apples to apples.” But not all states had every “apple,”so there may not be 51 answers across every category.A few other things to remember as you review surveyresults: No federal law requires physical education to be providedto students in American schools. There are no incentives to states or schools to offerphysical education programs. States define guidelines and set requirements, but individual school districts are responsible for implementation. School districts may choose to meet the minimumstandards or may (and often do) go above and beyondbasic recommendations. A few states opt for “local control,” delegating responsibility for education decisions—including health andphysical education—to local school districts.Despite all the variables, the Shape of the Nation Reportdoes reveal one truth with absolute clarity: that in everystate and every school, there are still men and womenwho care about the shape of our nation’s children andadolescents and they work every day to improve theirstudents’ lives and health. This report shows just a fraction of the work that these dedicated individuals undertake, and is a testament to their progress.BACKGROUND1

Executive SummaryBackground: The Current Shapeof the Nation and Why We NeedPhysical Education in SchoolsThe National Association for Sport and PhysicalEducation (NASPE) believes that every child in theUnited States deserves a quality physical education andneeds physical activity, whether that activity occurs within a formal program or is outside the classroom at recess,through intramurals or in recreational play.Physical education is based on a sequence of learning.These formalized courses are taught by professionals andfocus on the skills and knowledge needed to establishand sustain an active lifestyle. Physical education classesfocus on physical activity—running, dancing and othermovement but physical education also includes health,nutrition, social responsibility, and the value of fitnessthroughout one’s life.Why is this so important? The U.S. Department ofHealth and Human Services (HHS) has noted a directcorrelation between regular physical activity and healthamong children and adolescents. For example, kids whoare physically active have vigorous cardiopulmonary andrespiratory systems: strong hearts and lungs. They haveless body fat. And they have strong bones and muscles.All these factors, according to HHS not only make for ahealthy childhood, they increase the chance of a healthyadulthood. Risk factors for chronic diseases such as heartdisease, high blood pressure, type 2 diabetes, and osteoporosis can develop early in life, and regular physicalactivity can be a significant preventative measure.1Most health organizations, including NASPE, suggestthat “regular physical activity” add up to about an hourper day, every day. If this sounds like a lot, rememberthat the activity is cumulative: a child does not need tobe active for an hour straight, nor does he or she have toengage in many of the activities that adults consider tobe exercise. In fact, kids should engage in activitiesappropriate for their age.1 For example, unstructuredplay during recess or in the backyard counts toward that60-minute total. Why? Running around wildly is bothaerobic and bone-strengthening. Climbing a tree or navigating playground equipment such as monkey barsincreases muscle strength by lifting and moving a child’sown body weight or working against resistance.1Also, children tend to be active intermittently, alternating moderate or vigorous activity with brief periods ofrest. They run around for awhile, then slow down a bit.This is true even as children grow into adolescents. Olderkids can play more organized games, including sports,and thus sustain longer periods of activity. Regardless, sayHHS guidelines, “No period of moderate- or vigorousintensity activity is too short to count” toward the recommended daily activity.1The reality, of course, is that children and adolescentsin the United States are primarily sedentary. Most kidsunder age 18 spend the majority of their day sitting inclassrooms, and a big part of their free time outside ofschool watching television, playing video games or surfing the Internet. A required physical education periodassures that, at a minimum, they’ll get at least a portionof the recommended activity in a day.2But quality physical education goes far beyond thatsmall role. “Physical activity is a behavior,” writes oneexpert, “and physical education is a curricular area thathelps students to develop physical and cognitive skillswhile engaging in physical activity. Providing time forunstructured physical activity is not the same as providing instructional time for meeting the goals of qualityphysical education.”3 More than just getting our kidsmoving once a day, “meaningful and appropriateinstruction”2 provides opportunities to learn importantlife skills.The most obvious lesson, of course, is the importanceof being physically active throughout life. Researchshows a real link between quality physical education andpresent and future physical activity participation.2 Onepossible reason for this link is that youth “choose to par-EXECUTIVE SUMMARY3

Critical Elements of a QualityPhysical Education Program1. Physical education is delivered bycertified/licensed physical education teachers.2. Adequate time (i.e., 150 minutes per week forelementary school students; 225 minutes perweek for middle and high school students) isprovided for physical education at every grade,K–12.3. All states develop standards for student learningin physical education reflective of the NationalStandards for Physical Education.4. All states set minimum standards for studentachievement in physical education.5. Successfully meeting minimum standards inphysical education is a requirement for highschool graduation.ticipate in physical activities if they have skills thatenable them to participate.”2 Through physical educationcourses—instruction and specific, constructive feedbackfrom a certified teacher—students learn motor skills suchas running, jumping, throwing or catching. If you’vebeen taught the correct way to catch a baseball, throw abasketball through a hoop or perform a dance, you’ll bemore likely to go out and do them on your own, nowand 10 years from now.If this nurturing environment doesn’t sound like thephysical education class from your youth, you’re probably right. Gone are the days of calisthenics, mindlessexercise and contests that favored the most athletic kids.The focus has shifted to a more equitable curriculumthat stresses “performance and personal challenges, highlevels of fitness that support good health and exposure toa variety of sport and fitness activities.”3“The new message that schools are giving kids aboutexercise is simple,” says one article. “Physical activitycomes in many forms, and there is something for everyone. Physical activity must be a regular part of everydaylife, as commonplace and important for good health asbrushing one’s teeth. Quality physical education andhealth education programs provide the foundation forhealthy, active lifestyles that support all learning and helpensure success in future pursuits.”3This more balanced approach not only makes physicaleducation class a better experience for the less athleticstudent, it dramatically expands the skills that each participant gains: social, cooperative and problem-solvingcompetencies4 and hands-on experience in making self42010 SHAPE OF THE NATION REPORTassessments, planning personal programs, setting goals,self-monitoring (through keeping physical activity diariesor logs), and making decisions.2Finally, the benefits of physical education extend outside the gym or playing field and across a student’sentire education experience. Research shows that dailyphysical education has a positive correlation with academic performance and attitude toward school.4-5 Thismay be simply because physically fit students have better school attendance records and fewer disciplinaryreferrals.6 But recent research indicates that physicalactivity might impact academic performance “through avariety of direct and indirect physiological, cognitive,emotional and learning mechanisms”5 that we have yetto fully understand.The conclusion, however, is clear: quality physicaleducation is an essential element in the formativegrowth of children and adolescents. At a minimum, itassures some degree of regular physical activity for mostschool-aged students. At its best, however, it creates aframework of life skills which shape the whole person,encouraging smart choices and influencing a healthylifestyle. Physical education is, in short, the best hopefor the shape of our nation.MetricsKey Guidelines for Children and AdolescentsU.S. Department of Health and Human ServicesPhysical Activity Guidelines for Americans1 Children and adolescents should engage in 60 minutes(1 hour) or more of physical activity daily. Aerobic: Most of the 60 or more minutes a dayshould be either moderate- or vigorous-intensity aerobic physical activity, and should include vigorousintensity physical activity at least 3 days a week. Muscle-strengthening: As part of their 60 or moreminutes of daily physical activity, children andadolescents should include muscle-strengtheningphysical activity at least 3 days of the week. Bone-strengthening: As part of their 60 or moreminutes of daily physical activity, children andadolescents should include bone-strengtheningphysical activity at least 3 days of the week. It is important to encourage young people to participate in physical activities that are appropriate for theirage, that are enjoyable and that offer variety.In support of these guidelines, NASPE recommendsthat schools provide 150 minutes per week of instructional physical education for elementary school children,

and 225 minutes per week for middle and high schoolstudents throughout the school year.Positive Physical EducationPledge (naspe, 2004)Physical Activity Participation by Young People As a highly qualified physical education teacher,I pledge to: Establish a positive, safe learning environment forall students; Teach a variety of physical activities that makephysical education class fun and enjoyable; Create maximum opportunities for students of allabilities to be successful; Promote student honesty, integrity and goodsportsmanship; Guide students toward becoming skillful and confident movers; Facilitate the development and maintenance ofphysical fitness; Assist st

Physical Fitness and Academic Performance . Individual State Profiles . under age 18 spend the majority of their day sitting in classrooms, and a big part of their free time outside of school watching television, playing video games or surf-ing the Internet. A required physical education period

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