Making the Connection:Health and Student Achievement

Shane McNeill, DirectorCoordinated School Health Program

Coordinated Approach to School Health

Physical Education Component

Uncoordinated System

Coordinated School Health Program

Physical Education

Health Education

Health Services

NutritionServices

Health Education

Healthy School Environment

HealthPromotionfor Staff

Family and Community Involvement

Why Coordinated School Health?

It is difficult for students to be successful in school if they are:

Depressed Tired Being bullied Stressed Sick Using alcohol or other

drugs Hungry Abused

Results of Poor Eating Habits and Physical Inactivity

% of US Students Who Are Overweight(Gender and age specific BMI> the 95th percentile)

0

5

10

15

20

25

30

1963-70 1971-74 1976-80 1988-94 1999-02 2003 MS

1963-2002 NHANES STUDIES (US); 2003 CAYPOS (MS)

Per

cen

tag

e (%

)

6-11 yrs

12-19 yrs

Poor Eating Habits and Physical Inactivity 2003 Youth Risk Behavior Survey Grades 9-12

38.2%54.1%>3 hrs TV/school day

28.4%23.4%Daily PE Class

80%

89%

82%

MSYRBSS

82.9%<3 glasses milk/day

78%<5 daily servings fruit/vegetables

75%Insufficient Physical Activity

USYRBSS

Behavior

Poor Eating Habits and Physical Inactivity 2007 Youth Risk Behavior Survey Grades 9-12

<7.7%47.4%>3 hrs TV/school day

NC23.4%Daily PE Class

79.6%

89%

63.9%

MSYRBSS

NC<3 glasses milk/day

<5 daily servings fruit/vegetables

<18.1%Insufficient Physical Activity

%<>Behavior

>.4%

Mississippi

Success!!!

Research Substantiates the Effort

Physical Activity appears to boost students’ ability to concentrate and to reduce disruptive behaviors, which has a considerable positive impact on their academic achievement (Symons, 1997).

Students who regularly attend school breakfast programs perform better in school, exhibit less hyperactivity in the classroom, and show better daily attendance (Alaimo, 2001; Kennedy and Davis, 1998; Murphy, 1998; Powell, 1998).

Research Substantiates the Effort

Schools that have eliminated competitive foods and substituted them with nutritious choices report that students’ concentration and behavior improve (Anderson, 2002).

Intensive physical activity programs for students led to an improvement in students’ scores in mathematics, reading, and writing and to a reduction in disruptive behaviors in the classroom (Sallis, 1999).

Relationship between Health and Academics

“No educational tool is more essential than good health.”

Council of Chief State School Officers

“Health and success in school are interrelated. Schools cannot achieve their primary mission of education if students and staff are not healthy and fit physically, mentally, and socially.”

National Association of State Boards of Education

Why?

If schools do not deal

with children’s health

by design, they deal

with it by default.Health is Academic, 1997

Physical Ed or “Fizz” Education

Through Physical Education, we as educator’s can provide students with skills necessary for lifelong participation in physical activity.

Through Physical Education, we can work to build decision making skills that are necessary to promote health-enhancing decisions.

Through Physical Education, we teach cooperation, communication, decision-making, etc.

“Fizz” Ed

Girls in the bleachers and boys playing basketball

No motivation from the teacher

The less skilled players are left out

Functions of Physical Education!

Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

Demonstrate understanding of movement concepts, principals, strategies and tactics as they apply to the learning and performance of physical activities.

Exhibit a physically active lifestyle. Achieve and maintain a health-enhancing level of fitness. Exhibit responsible personal and social behavior that respects

self and others in physical activity settings. Value physical activity for health, enjoyment, challenge, self-

expression, and/or social interaction.

Curriculum Cycle

Six Year Cycle 12-18 month process K-16 involvement Textbook Adoption alignment

Physical Education Revision Team

Doug Blakeney Dr. Joe Cole James Collier Oma Steele Davis Dr. Paula Dahonney Harriett Ellett Stephanie Green Patrice Lovdahl Amy Martin Kerry McCoy Bettie Winters

Mary Myrick Milton Smith Wilma Strickland Kandy Stringer William Thomas Gwendolyn Vaughn Cathy Ward Carolyn Whitehead Dr. Milton Wilder Dr. Hill Williams Jeanney Woodberry

Components of the Frameworks

Mission Statement Philosophy Purpose Grade or Course Description Literature Connections Technology Connections Glossary Resources

2006 Mississippi Physical Education Framework

Content Strands

Competencies

Objectives

Strategies

Assessment

Content Strands

Community/Environmental Health

Personal Health Nutrition Disease Prevention

and Control Family Life

Consumer Health Mental Health Safety and First Aid Drug Abuse

Prevention Human Growth

and Development

Assessment for Physical Education

Teacher Observation Skills Test

Written Test Parent Reports

Written Assignment Student Contracts

Role Playing Interviewing

Checklist Student Journals

Self Assessments Other

What is Quality Physical Education?

• fun for everyone!!!!!!!!!! provides a planned, sequential program

of instruction incorporates cognitive skills that should

be encouraged through physical challenges

develops a physically active lifestyle

Promote Physical Education

Don’t just talk to the inhouse; also talk to the outhouse!

Encourage students to participate by your words and actions.

“If your horse is dead… dismount” (Nausler) Unleash Potential

“He did each thing as if he would do nothing else” spoken of Charles Dickens.

Am I doing everything possible to unleash the potential of my

students?

Guidelines for your program

Have students understand the F.I.T.T. principle!

Have students warm-up, work-out, and cool down!

Teach students the benefits of physical activity!

How to begin a Quality Physical Education Program!

Plan developmentally appropriate lessons based on state standards. (heart rate)

Use a variety of lead-up activities and games that are exciting.

Allow limited competition, but also teach students to compete against themselves. (Fitnessgram)

Include everyone and mix skill levels. Use resources and lesson plans with other

physical education teachers across the state.

Beginning continued

Participate in programs such as Physical Best, Fitnessgram, and Governor’s Award for Physical Education so your students and your school receive recognition.

Use praise phrases. Promote safety. Teach across the curriculum by regularly

incorporating math skills, science skills, reading skills, technology, etc.

Have FUN!!!

Quality Physical Education Programs

Skill Development Regular, healthful

physical fitness Improved physical

fitness Support for other

subject areas

Self-discipline Improved judgment Stress reduction Strengthened peer

relations Experiencing goal

setting

Classroom Management

Set goals for the program Set individual goals Start and stop keywords Whistle mixing Positive reinforcement Plan enough activities to keep students on task Promote “thank you”, “give me a hand”, etc.

“The difficulty lies not so much in developing new ideas as in escaping

from the old ones.”

John Maynard Keynes

Assessment

Create a rubric to measure students’ progress and provide feedback privately.

Observe students to see if they are applying the learned skills in real-life situations.

Self assessment

Keep a summative evaluation on file.

PhysicalBest and Fitnessgram are two ways to measure students, however, should not be a means of determining a student’s grade.

Peer assessment

Example of a Rubric

Demonstrate competency in some movement forms and proficiency in a few movement forms. Skill-Dribbling a basketball

Head up- 10 pts _____ Knees bent-10 pts _____ Using fingertips for dribbling- 10 pts _____ Dribbling Ball below knees- 10 pts _____ Switching hands while dribbling- 10 pts _____

Resources for you

Centers for Disease Control (CDC) Fitnessgram PhysicalBest President’s Challenge American Cancer Society NASPE- 1-800-213-7193 ext.461 School Health Index – CDC American Heart Association- Jump Rope for Heart Take 10 MAHPERD, MASH

Get Commitments

Try to get commitments from other people (principals, teachers, nurses, and cafeteria staff) in the school to help you promote physical activity and health

Individual commitments- get commitment from participants

It is your job, but do you have passion?

Make it a priority to help students build skills necessary to make health-enhancing decisions.

Lead by example. Encourage, encourage, encourage! Have fun!

Games

Give me a hand: When touched students must drop to one knee. To get up someone must help them up. When they get helped up, they must say thank you. Before beginning have students demonstrate a proper tag to show responsible personal and social skills.

Off the Wall- physically active lifestyle: Have students check heart rate.

Games continued

Ameoba Tag- cooperation Wagon Wheel- listening skills, warm-up

Am I unleashing the enthusiasm of possibility thinking to find solutions for even seemingly impossible situations?

We as teachers are faced with what seems to be an impossible task, but if we create a passion for what we do and work to instill lifelong participation in physical activity in every student we teach, together we can make a huge difference.

Initiatives Local School Wellness Policy Start Up Grants Physical Education Framework Training Comprehensive Health Framework Training John D. Bower, M.D. School Health Network The Bower Foundation Vending Machine Case Study

and Vending Regulations HIV/AIDS Policy Guide for Development HIV/AIDS Prevention Grants School Health Council Training Mississippi School Health Successes

Resources

Health is Academic, Eva Marx and Susan Wooley

Physical Best Activity Guide, American Alliance for Health, Physical Education, Recreation, and Dance

Thinking for a change, John Maxwell