richmond public schools physical education, after school

Richmond Public Schools

Physical Education, After School Activities, and Sports Assessment

Presented by Metropolitan Richmond Sports Backers

September 2013

RPS Physical Education / After School Assessment 2013 2

Executive Summary

In order to assist Richmond Public Schools in evaluating their physical education activities, athletic facilities, and after school sports programs, the Metropolitan Richmond Sports Backers performed an assessment of each of the middle and high schools in the City of Richmond. This assessment specifically addresses the quality of existing facilities and equipment, the level of student engagement in physical education, and a review of after school sports opportunities. Methodology Metropolitan Richmond Sports Backers (Sports Backers) and Greater Richmond Fit4Kids personnel along with Richmond Public Schools (RPS) staff visited all middle and high schools in the City of Richmond between April 26 and June 5 of this year (2013). The group reviewed existing facilities, looked at equipment available, observed Physical Education (P.E.) classes and interviewed staff about after school sports activities. The reviewers were able to interview physical education staff who provided details of their typical daily activities and were able to carry out visual inspections of the facilities at each school. Significant Findings In general, reviewers observed a lack of emphasis on physical activity in all the schools visited. There is not an expectation for school staff, teachers or students to engage in physically active pursuits in middle and high school. Deemed as recreation, physical activity does not receive the attention it should and leads to lower expectations for P.E. and after school sports. In the majority of schools, the students are not required to change into gym clothes and take part in P.E. classes. There are no repercussions for this lack of engagement and the teachers feel helpless because of pressures not to fail students in P.E. The locker rooms were largely dirty and neglected except in a few schools that were adequately maintained. The after school sports programming was focused on basketball and football for boys in high school and was quite limited at the middle school level except in boys and girls basketball. At most high schools, the girls were limited to participation in basketball or cheerleading. The lack of a P.E. requirement in 7th and 8th grades means the vast majority of students are not confidant enough to take part in mandatory P.E. classes in 9th and 10th grades. In the P.E. classes that were observed at the high school level, only two of eight classes had the majority of students active during class. This low participation rate in P.E. also adds to the low turnout of students in after school sports at high schools throughout the city. Citywide and across all school levels, P.E. and after school sports are given minimal time, financial support, and credibility. Evidence of this exists in the lack of a standardized requirement for students and the poor condition of equipment and facilities. The future success of these physical activity-related programs is dependent upon their integration into the school environment, as well as support for their significance from the surrounding community, parents, and school faculty and staff. In particular, if RPS are not at the forefront of making physical activity a priority, then the youth of the City of Richmond will not understand its importance to their lives. Sedentary youth are significantly more likely to be inactive adults, which leads to a reduced life span and an increased incidence of chronic diseases such as heart disease and type II diabetes.

RPS Physical Education / After School Assessment 2013 3 Recommendations There is overwhelming research that demonstrates the critical link between physical activity, academic performance and mental well-being. RPS middle and high schools generally have neither identified nor emphasized this link with their students. With this in mind, our overarching recommendation is for RPS to make physical activity a priority for all students. Academia and physical fitness are typically approached independently of each other, often creating the notion that the former is more important than the latter and that the two do not relationally affect each other. The integration of academics and physical activity demonstrates the comparable significance of the two and will ultimately encourage school-wide recognition of their inseparability (Active Living Research, 2012). Physical activity can be incorporated into P.E. classes and after school activities. The specific recommendations outlined in this document demonstrate strategies to achieving the goal of making physical activity a priority within the schools. The first step to making any changes is for the School Board to create a task force that will develop short-term and long-term implementation plans for each recommendation outlined in this assessment. The task force should be comprised of RPS staff and various community advocates for physical activity. Emphasis should be placed on motivating students, faculty, and staff to be physically active with recognition that activity will improve overall health, morale, and academic results. Regular updates on all implementation plans should be communicated regularly to the School Board for oversight. Physical Education Specific

• Require physical education in 6th, 7th and 8th grades with mandatory uniforms that would be provided to the students at no cost.

• Continue to require physical education for 9th and 10th grades, and start providing advanced P.E. for 11th and 12th grades at all schools.

• Make physical activity the primary goal of P.E. class and incorporate physical activity into the health curriculum.

• Improve the range of activity options available to all P.E. classes and, for certain activities, separate the classes by gender to further encourage participation by girls.

• Hire additional P.E. teachers to reduce class sizes to 30 students per P.E. class. Facility Improvement Specific

• Renovate locker rooms and require school custodial staff to maintain them to be clean and safe at all times.

• Implement the improvements to the indoor and outdoor sports facilities at the schools, as outlined later in this School Specific Recommendations section of this document, to meet basic quality standards to encourage participation. (Note this list is extensive and detailed by school.)

• Install up-to-date fitness equipment to establish fitness “labs” in all middle and high schools.

After School Sports/Activities Specific

• As part of Middle School Renaissance program, incorporate three seasons of sports and fitness activities that appeal to a range of interests. Place an emphasis on having equal opportunities for girls and deconditioned (those with limited physical fitness) students.

• Increase spectator seating to improve community attendance at athletic competitions.


• As part of high school programming, add more after school fitness and sports options for girls and strongly encourage all students to take part in at least one after school sports activity a year.

• Purchase the necessary equipment for a wide range of sports to give students more options.


Background This nation has increased its attentiveness to physical fitness as an integral preventive measure to obesity and other deleterious effects of a sedentary lifestyle. The renewed focus has stemmed from the costliness of disease/illness treatments as well as an increased acknowledgement of the negative impact that poor physical health has on an individual's total well-being. The recognition that obesity prevention saves governmental funds has prompted many legislative changes that promote healthy lifestyle adjustments. One major component of these changes involves targeting the nation's youth to remedy physical activity and nutritional habits that perpetuate inactivity and infirmity. For the first time, researchers anticipate shorter lifespans for the current generation of youth than their parents and future projections worsen with each successive generation. With targeted interventions, however, a reversal of these dire predictions is highly probable. Half of the adolescent population in the U.S. is physically active five or more days a week, meaning that the other half is mostly sedentary (NIH [National Institutes of Health], 2013). The Institute of Medicine and Center for Disease Control both recommend that children/adolescents obtain at least 60 minutes of moderate intensity daily physical activity for health and emotional benefits (IOM, 2012). These 60 minutes of activity can be achieved through a varied combination of activities, but P.E. and after school activities/sports are both large contributing factors to acquiring this minimum requirement. The summative effect of encouraging students to participate in after school fitness activities in addition to P.E. class is compelling. If students can continue physical activity beyond the typical school day in after school programming, they are increasingly likely to extend their physical activity beyond school-affiliated fitness endeavors. Children/adolescents who attain this minimum level of daily physical activity are less likely than their inactive counterparts to develop sedentary habits as they approach adulthood, and consequently less likely to develop atherosclerotic coronary disease, diabetes and associated symptoms of metabolic syndrome, high blood pressure, and other conditions related to an inactive lifestyle, poor nutrition, and obesity (ACE, 2010). Activity is especially important during the middle/high school time period as students physically and mentally mature through puberty. The implications of allowing inactivity during puberty are grand. First of all, hormonal variations and rapid physiological changes increase caloric expenditure and metabolism during puberty. With the introduction of appropriate physical activity levels during this stage, students increase their chances of maintaining an elevated metabolism well into adulthood, which will lower the probability of developing life-threatening diseases/conditions (IOM, 2013). Secondly, these positive early experiences with physical activity shape an individual’s attitude towards future physical fitness maintenance; therefore, adolescence is prime time to ingrain a positive approach to exercise (ACE, 2010). Because children and adolescents spend a large portion of their time in school, educators and administrators are in a unique position as role models to influence their students' approach to physical, nutritional, and emotional well-being (Institute of Medicine [IOM], 2012). If instructors and school personnel can exemplify appropriate behavior for a healthy well-being, then they can instill the importance of these adaptations within the nation's youth and they can highlight the positive relationship between physical health and academic performance (IOM, 2012). Although these changes would seem to precipitate school-wide infrastructural overhauls, initial steps need not be overly drastic. The incorporation of small changes will eventually lead to a revamping of the system and will elicit less opposition to their installments than extensive

RPS Physical Education / After School Assessment 2013 6 alterations. For these reasons, this assessment focuses on how RPS can make small improvements in addition to organizational changes to enhance students' physical well-being. To create these positive experiences, educators and coaches should definitely take students’ preferences into consideration as they plan activities; however, administration should also focus on promoting physical activity as an essential component of each students’ overall well-being and as an integrated component of the scholastic experience to establish a habit of lifelong activity. The inclusion of alternative non-sports activities (Overall Findings – Physical Education, Section #5) seems to be the impetus for physical activity participation (especially in regards to female students), and schools should aptly make this one of their first priorities in changing the infrastructure of P.E. and after school activity programming to appeal to increased numbers of students. After all, physical activity not only promotes weight management, but instills a sense of accomplishment and self-confidence within partakers, which are much needed internalizations of self-approval during adolescence. Because students shape their identities through experimentation, access to a variety of physical activities during adolescence will allow students increased opportunities for finding self-approval through fitness. Interview responses from RPS teachers and athletic directors demonstrate that school personnel are aware of the positive effects of offering physical activity choices to students as well as the benefits of incorporating variety in P.E. and after-school programming. When asked what they would change if offered limitless funds to improve their departments, P.E. teachers, athletic directors, and after school sports coaches reported that they would add diversity to the current sports-specific equipment, facilities, and practices. These school officials stated that an onsite fitness facility/gym would greatly benefit athletic programming, allowing P.E. students the option of circuit training with aerobics equipment and weights and giving athletes personal space to sharpen and strengthen their athletic skills through cross training. For student athletes in particular, onsite fitness facilities would also eliminate the transportation costs of traveling to other gyms as well as demonstrate each school’s dedication to improving competiveness within its district. All in all, the observations and recommendations included in this report address integral components of successful P.E. and after school sports/activity programming. Although school officials are most likely aware of these insufficiencies, hopefully this objective assessment of program effectiveness will encourage action in addressing the highlighted obstacles. If the current generations of youths are to have longer life expectancies than their parents, these necessary changes must be of prominent importance. Although many of these changes require funding, the future savings on treating illnesses, diseases, and psychological concerns is worth the initial investment.


Purpose and Methodology The Sports Backers performed a complimentary assessment of Richmond Public Schools physical education and after school sports programs in middle and high schools during the last quarter of the 2013 school year (April 26 - June 5) (see “Site Visit Schedule” in the Appendices section). The purpose of this assessment and its extrapolations is to identify the opportunities and challenges that determine the success of RPS’ efforts to provide quality physical activity opportunities for its students. The information provided in this assessment is an account of the most prevalent findings and reflects the current state of the City's existing facilities and equipment, available physical activity options, as well as students' involvement in such activities. It also reflects faculty engagement in support of physical activity and institutions currently in place to promote sustainable physical activity among adolescents both within and beyond school curricula. Sports Backers personnel developed a "Physical Education and Sports Assessment" form specifically for this occasion to guide their visits at each school (see the “Assessment Form” and corresponding descriptions for the rating scale in the Appendices section). The form addresses criteria necessary for successful physical education and after school programming, including an evaluation of equipment and facility conditions and accessibility of physical activity options for students at each school. The Likert-type rating scale on the "Physical Education and Sports Assessment" form pinpoints six fitness-related dimensions and was designed to give schools a baseline against which physical fitness parameters can be compared for future improvements. Sports Backers staff also made sure to elicit feedback from all appropriate parties at each school to supplement the quantitative nature of the assessment and assigned ratings for each school accordingly. An important factor to note is that the goal of this assessment and Sports Backers' findings is not to evaluate teachers, instructors, coaches, or any other administrative member on a personal level, but to accentuate underdeveloped areas related to the advancement of physical fitness programming in RPS middle and high schools. Representatives from Greater Richmond Fit4Kids accompanied Sports Backers staff on several school visits and thus have made important contributions to this report. Additionally, Stefanie Ramsey, RPS Instructional Specialist for P.E. and Health, attended and helped coordinate each visit. Ms. Ramsey served as the liaison between Sports Backers/Fit4Kids and officials at each school and has made significant additions to this assessment. Due to the similarity of observations among both middle and high schools and the interdependent relationship between the two schooling levels, significant findings from middle and high school assessments are jointly presented. The Overall Findings section includes generalizations of what visiting representatives observed at each school. The Recommendations section includes suggestions for changes as well as implications for implementing these adjustments versus maintaining status quo conditions. All recommendations are intended to increase physical activity participation among students as well as promote long-term lifestyle changes. Lastly, as the purpose of this assessment is not to admonish RPS but instead to provide an objective, third party analysis of current physical activity practices, there are examples of one or more schools in most sections that are either positively handling the outlined obstacle or can achieve marked improvements with slight modifications to their current efforts. Important to note is that school visits occurred at the end of the school year during SOL testing; therefore, most P.E. classes followed non-conventional lesson plans. Most classes comprised students who had reported late for their SOL tests as well as a smorgasbord of students from

RPS Physical Education / After School Assessment 2013 8 other classes who did not have an SOL test during the observed timeslot. Generally, students were allowed to participate in activities of their choice or sit along the sidelines/on the bleachers to study for their tests. Furthermore, the termination of many after school activity programs and sports at the end of the school year coupled with the SOL testing schedule complicated firsthand observations of such activities. Through questioning instructors/teachers, coaches, principals, athletic directors, etc. visiting representatives accounted for any lack of observational data as best as possible. Observations are based on one-time visits to each school.


Overall Findings P.E. Specific Findings Successful P.E. programs provide students with multiple opportunities for physical activity, which allows students to experiment with a variety of sports and fitness activities so that they can establish ownership of their preferences; therefore, the recommendations included in this section have the intent of increasing student participation as well as developing well-rounded P.E. programming (McEwin & Swaim, 2008). Overall, there is a concerted effort among both middle and high school P.E. departments to apply the traditional seasonal sports schedule to P.E. classes; however, as evidenced by Sports Backers' observations at each school and through interviews with P.E. teachers, athletic directors, principals, and associated personnel, there are several obstacles that often complicate students’ exposure to multiple sports and physical activities in P.E. programs. The charts below include scores for each RPS middle and high school based on the parameters of the “Assessment Form.” The overview that follows contains the most prevalent findings at RPS middle and high schools regarding such barriers to physical activity advancements for adolescents.

Middle School Physical Education Ratings by School* School (1)Ratio/Engage. (2)Avail. (3)Variety (4)Locker (5)Equip. (6)Facilities Avg. Binford 2.0 2.0 3.0 2.0 2.0 2.0 2.2 Boushall 2.0 2.0 2.0 2.0 2.0 2.0 2.0 Brown 2.0 2.0 2.0 3.0 2.0 2.0 2.2 Elkhardt 2.0 2.0 3.0 2.0 2.0 2.0 2.2 Henderson 1.0 3.0 3.0 3.0 3.5 2.75 2.7 Hill 2.0 3.0 2.5 2.0 3.0 2.5 2.5 MLK 2.0 2.0 2.0 2.0 1.5 1.0 1.75 Thompson 3.0 3.0 3.0 2.0 3.0 2.0 2.7 Franklin 4.0 3.0 3.0 3.5 3.5 3.5 3.4 Avg. 2.2 2.4 2.6 2.4 2.5 2.2 2.4

High School Physical Education Ratings by School* School (1)Ratio/Engage. (2)Avail. (3)Variety (4)Locker (5)Equip. (6)Facilities Avg. Armstrong 2.0 2.0 3.0 1.0 2.0 2.0 2.0 Huguenot 2.0 3.0 2.0 1.0 1.0 1.0 1.7 Thomas Jefferson

N/A 2.0 2.0 2.0 2.0 2.0 2.0

John Marshall

1.0 2.0 2.0 3.0 2.0 2.0 2.3

George Wythe

3.0 2.0 2.0 1.5 2.0 2.0 2.1

Franklin 4.0 3.0 3.0 3.5 3.5 3.5 3.4 Open 3.0 2.0 2.0 N/A N/A N/A 2.3 Commun. 4.0 3.0 5.0 2.0 3.0 4.0 3.5 Avg. 2.7 2.3 2.6 1.9 2.2 2.4 2.4 *A copy of the “Assessment Form” can be found in the Appendices section of this document.


1. P.E. in Middle School For many RPS middle schools, P.E. is an elective all three years. Generally, students are strongly encouraged to take at least one semester of P.E. during middle school, but the experience of this one semester does not serve as a satisfactory prerequisite for the mandatory P.E. classes that they encounter in 9th and 10th grade. A popular consensus among RPS middle and high school P.E. teachers is that students would be better equipped to handle the expectations of their required high school classes if they were obligated to take more P.E. classes during their middle school years. RPS high school P.E. teachers find themselves receiving aerobically deconditioned students who have not mastered the basics of stability, mobility, and movement training. These students leave middle school without any foundational knowledge of sports skills and age-appropriate kinesthetic awareness. This rough transition from middle to high school physical activity leaves many students wary of participating in organized sports or putting forth their best efforts in P.E. classes due to feelings of frustration among both students and teachers regarding their minimal progression along the fitness learning curve. These feelings can often create a combative, defensive atmosphere among teachers and students, thus making learning extremely difficult (IOM, 2012).

2. Advanced P.E. Classes in High School A few high schools (George Wythe, Huguenot, and John Marshall) offer an “Advanced P.E.” elective for upperclassmen who want to continue P.E. beyond the 10th grade requirement. These advanced classes are intended to educate students about physical fitness opportunities outside of the classroom and are theoretically easier to administer than a typical P.E. class due to small student to teacher ratio and the voluntary or assigned nature of the registrants. Students in Advanced P.E. classes participate in field trips to learn about alternative activities (such as rock climbing and swimming) and are reportedly excited about and receptive to learning about unfamiliar activities. However, due to budget cutbacks, declining staff availability, and the increasing number of college prerequisite electives that compete with P.E. for students' in-school time, high schools that offer Advanced P.E. are uncertain of its prolonged feasibility. For example, conversations with RPS staff suggested that Huguenot might not offer this course for the 2013-2014 year and Thomas Jefferson had yet to reinstate the class after a two year hiatus.

3. P.E.’s Relationship to General Curriculum Commonly observed during most visits, the general sentiment regarding P.E. is that the class is not as much a priority as traditional academic courses like math, English and science. Many teachers report that requests for P.E. equipment remain unanswered and unconsidered, partially due to budget constraints and partially due to P.E.’s seemingly second-tier status in several schools. All in all, P.E. is approached as an extracurricular activity, which is somewhat reflective of the fact that the course is only a standard region-wide requirement for the first two years of high school.

4. Uniform Requirements Most schools do not require students to purchase and wear P.E. uniforms; however, students are required to “dress out” in comfortable athletic-wear during P.E. class. Schools typically mandate that “dress out” attire be of neutral colors (gray, black, white or navy blue), loose-fitting, and devoid of superfluous graphics or logos. Students are also required to wear tennis/running shoes (or any kind of rubber-soled shoe that allows them to move freely). Because students often forget their change of clothes or report not having enough money to purchase P.E. attire, teachers at several schools donate clothing from their personal collections and/or purchase discounted items

RPS Physical Education / After School Assessment 2013 11 from nearby stores. These donated items are either cleaned in the teachers’ personal washers/dryers, or washed and dried on school premises (the majority of schools have onsite washers and dryers). The elimination of the uniform requirement as well as the availability of extra gym clothes onsite are intended to encourage widespread student participation and decrease feelings of financial discrimination among those who maintain that they cannot afford a standard uniform. However, observations have shown that a great number of students do not take advantage of these supportive measures. Moreover, because students are required to obtain passing grades for a certain number of P.E. credits to advance from one grade level to the next, many instructors feel pressured to determine ways in which to salvage their students’ grades instead of issuing demerits each time a student does not “dress out.” For example, in an effort to both encourage participation and retain students’ grades, most P.E. teachers will allow students to participate in the P.E. class even if they are not “dressed out.” For the most part, students are allowed to reclaim most if not all of the points that were docked from their “dressing out” grade once they agree to participate in class.

5. Alternative Non-Sports Physical Activities / Gender Participation Discrepancies Generally, fewer females participate in P.E. activities than males and thus comprise a higher percentage of those students that opt not to “dress out” for class. Of those females not participating, a great number have reported to their instructors that they feel uncomfortable with co-ed P.E. classes, citing feelings of non-inclusion, discomfort with bodily maturation, and low self-efficacy regarding their capabilities to perform well in sports-related activities. For these reasons, several schools have started separating P.E. classes by gender, allowing female students to partake in alternative physical activities such as Zumba-inspired dance/aerobic sessions, Wii Fitness Games, hula hooping, and jump rope. These alternative activities have been well received and represent the instructors’ efforts to encourage physical activity participation among the female student-body rather than allow them their typical observatory role along the sidelines/bleachers.

6. Sports Activities Explored in P.E. Class Concluded through direct observation and reports, basketball is the most popular P.E. activity/sport played at each school. As mentioned before, the majority of Sports Backers’ visits occurred during SOL testing dates; therefore, most P.E. teachers gave students free reign to determine which activities they participated in during class. Basketball was the sport of choice for the overwhelming majority of students. Additionally, several instructors reported that students remain after school (especially high school students) to play pick-up basketball games, preferring this informal gathering to the rules and regulations of an organized sports team.

7. Locker Room Conditions With the exception of a handful of schools, most locker room conditions in both middle and high schools are not maintained for their intended usage. The majority of locker rooms are unclean (trash, candy/food items and dirtied paper towels found on the floor) with non-functioning sinks/showers and no private space for students to change into their P.E. clothing, thus discouraging some students from “dressing out.” Several schools reported roach and vermin control problems within their locker rooms and stated that there was no set cleaning schedule. Most P.E. teachers reported not being able to recall the last time the locker rooms had been cleaned. Some P.E. teachers reported having to clean these rooms themselves due to budget cuts and the inconsistent availability of janitorial staff. Additionally, locker rooms typically require

RPS Physical Education / After School Assessment 2013 12 heavy monitoring when in usage to reduce behavioral incidents and excess socialization among students which often leads to decreased time for participation in P.E. class activities.

8. Staffing for Classes Class sizes in RPS middle and high school P.E. classes are arguably too large for one teacher to efficiently monitor and properly instruct all students. These large class sizes increase behavioral concerns, complicate instructors’ ability to build rapport with students, and reduce the variety of sports/activities to which students are exposed.

9. Condition and Variety of Sports/Fitness Equipment Oftentimes, P.E. equipment (basketballs, soccer balls, volleyballs, tennis balls, and tennis racquets) consists of supplies that have survived after school sports team usage; therefore, many P.E. classes receive equipment that is already worn and in poor condition. The state of this recycled equipment limits the variety of sports and physical activity options for P.E. classes, as some equipment is too weathered for their usage.

RPS Physical Education / After School Assessment 2013 13 After-School Activities / Sports Specific Findings: Generally, the same obstacles that hinder the effectiveness of P.E. classes also affect after school activity programming in RPS middle and high schools. Decreased funding and limited staff availability are major contributing factors to the impediments listed below, as well as general low expectations among students, staff, and the surrounding community regarding school achievements in after school activities and sports. The low expectation for achievement is by no means shared by all involved parties; however, the sentiment creates an unrelenting cycle of little assurance of opportunities in after school programming and often overshadows any positive developments and program progressions. As described in the P.E. specific findings, the charts below include scores for each middle and high school based on the parameters of the “Assessment Form.”

Middle School After School Activity Ratings by School* School (1)Ratio/Engage. (2)Avail. (3)Variety (4)Locker (5)Equip. (6)Facilities Avg. Binford N/A N/A N/A N/A N/A N/A N/A Boushall N/A 2.0 2.0 2.0 2.0 2.0 2.0 Brown N/A 2.0 2.0 3.0 3.0 2.0 2.4 Elkhardt N/A N/A N/A N/A N/A N/A N/A Henderson N/A N/A N/A N/A N/A N/A N/A Hill N/A 2.0 2.0 2.5 3.0 2.5 2.4 MLK 2.0 2.0 2.0 2.0 2.0 2.0 2.0 Thompson N/A N/A N/A N/A N/A N/A N/A Franklin N/A 3.0 3.0 3.5 3.5 4.0 3.4 Avg. N/A 2.2 2.2 2.6 2.7 2.5 2.4

High School After School Activity Ratings by School*

School (1)Ratio/Engage. (2)Avail. (3)Variety (4)Locker (5)Equip. (6)Facilities Avg. Armstrong 3.0 2.0 3.0 1.0 2.0 2.0 2.2 Huguenot N/A 2.0 2.0 1.0 1.0 1.0 1.2 Thomas Jefferson

N/A 2.0 2.0 2.0 2.0 2.0 2.0

John Marshall

N/A 2.0 2.0 3.0 2.0 2.0 2.2

George Wythe

N/A N/A N/A N/A N/A N/A N/A

Franklin N/A 3.0 3.0 3.5 3.5 4.0 3.4 Open N/A N/A N/A N/A N/A N/A N/A Commun. N/A N/A N/A N/A N/A N/A N/A Avg. N/A 2.2 2.4 2.1 2.1 2.2 2.2 *A copy of the “Assessment Form” can be found in the Appendices section of this document.


1. Unequal Value System between Academics and Physical Activity / Sports Similar to the somewhat dismissive sentiment regarding P.E. class, sports and after school physical activities are generally viewed as secondary priorities that are not necessarily integral to after school programming. For example, the Middle School Renaissance (MSR) program incentivizes students with participation in physical activities after they complete the required academic portion of the program. Unfortunately, the days designated for physical activity are typically less structured than the program’s tutoring component. Giving students an opportunity to experiment with various physical activities (sports and interactive video games) is beneficial to broadening their fitness repertoire; however, some regulation of the activities would help accelerate the retention and application of kinesthetic skills, which typically correlate with academic performance. Furthermore, there are not always fitness-related options available to students during their designated activity days within the MSR program. In these situations, students resort to playing board games or video games, which although mentally stimulating, do not engage the students on a physical level. In some cases, students opt to walk idly through the hallways of their school if not given appropriate options for physical activity, which defeats the purpose of offering students an exploratory fitness day.

2. Incentives to Participate in Sports and After School Activities Students typically must maintain a 2.0 GPA to remain involved in after school-sports programming. With the advent of SOL’s and increasingly stringent requirements for minimum test scores, a number of student athletes have seen a decrease in GPA’s and have thus been required to suspend their after school sports participation. The decreased number of students on sports rosters sometimes forces schools to forfeit the rest of the season due to an insufficient number of players.

3. Condition and Availability of Spectator Seating Currently, many schools contain seating that is in deteriorating condition (rusted metal bleachers, inadequate space to accommodate large crowds and inefficient crowd management throughout outdoor facilities) and some are completely devoid of spectator seating altogether.

4. Sports Activities Offered As mentioned earlier, the lack of equipment in RPS middle and high schools limits the availability of sports but so too does the popularity of basketball among the majority of middle and high school students (especially boys). Because students are most comfortable and familiar with basketball, instructors and coaches report some difficulty encouraging students to branch out and try alternative activities. Basketball’s popularity is understandable, as it is easily accessible and one of the least expensive sports options for students who might not have the financial means to purchase other sports-related equipment for use during individual practice time. The rising ESL population in several schools has led to an increased demand for school affiliated soccer. There are still several schools that do not have competitive soccer teams or hold organized practices. To date, RPS middle schools have coed soccer and a few high schools have single sex teams. As there are for basketball, there are an increasing number of students who remain after school to participate in soccer specific pick-up games.

5. Female Participation in After School Sports/Activities Generally, a higher number of boys participate in after school physical activities than girls; however, these numbers are still low in totality when compared to participant numbers in neighboring counties. Many female students express interest in sports that are not currently

RPS Physical Education / After School Assessment 2013 15 offered or have dwindling rosters at their middle or high schools (such as lacrosse, field hockey, softball, soccer, and volleyball) and report a willingness to participate in after school activities if these sports were made available, further cultivated, and regarded as equally important as the male-focused sports activities.

6. Condition and Variety of Sports Equipment Generally, much of the after school sports equipment used in RPS middle and high schools is in fair to poor condition. Most instructors/coaches have difficulty obtaining new equipment due to tight budgets; therefore, equipment is donated from other schools or outside organizations, recycled from previous years, shared among the junior varsity and varsity teams, split with P.E. classes, and used for both practice sessions and official games.

7. Locker Room Conditions The descriptions of and implications for poor locker room conditions are the same as those mentioned earlier in the P.E. specific findings.

8. Transportation Options for Athletes Activity bus schedules sometimes conflict with after school sports practice times; therefore, practice times are shortened to accommodate those students that have no other transportation besides the activity bus. According to some athletic directors and coaches, many RPS athletes are receiving a little over an hour of daily practice time whereas some of their county counterparts receive triple that amount of daily practice time. Thus, students are underprepared when they enter competition (the contrast of having four hours of practice per week to having three hours a day) and are less experienced in sport-specific skills. This lack of practice time coupled with the poor condition and decreasing inventory of RPS sports equipment places athletes at a continuous competitive disadvantage.


Recommendations

A. Create a task force that will develop short-term and long-term implementation plans for each recommendation outlined in this assessment.

The task force should be comprised of RPS staff and various community advocates for physical activity. Emphasis should be placed on motivating students, faculty, and staff to be physically active with recognition that activity will improve overall health, morale, and academic results. Regular updates on all implementation plans should be communicated regularly to the School Board for oversight.

B. Prioritize physical activity and sports as integral components of school curriculum and students’ total learning experience and well-being.

P.E. Specific Strategies:

1. Require P.E. During Each Year of Middle School Students should be required to take P.E. during each middle school year to lessen the shock and unfamiliarity of current RPS high school P.E. requirements. Requiring students to take more P.E. course electives in middle school would offer students a more seamless transition from elementary, to middle, to high school athletics, and would ultimately invoke more interest among students to join organized sports activities (due to increased familiarity with sports-related skills and improved self-efficacy for athletic performance). A large number of deconditioned individuals find themselves sitting on the sidelines during 9th and 10th grade P.E. classes. Because they start their P.E. career lacking foundational fitness skills, these students are automatically discouraged from attempting the necessary “catch-up” work to meet basic athletic standards and oftentimes graduate without having ever attained age-appropriate fitness proficiency. Researchers have demonstrated that initial experiences with physical activity dictate an individual’s future attitudes towards physical activity as well as predict long-term adherence to unsupervised exercise programs; therefore, students should be presented with positive activity-related experiences from an early age so that as they progress through grade school, physical activity and fitness become intrinsically rewarding lifestyle factors as opposed to impersonal obligations (McEwin & Swaim, 2008).

2. Increase the Availability of Advanced P.E. Classes in High School Although including Advanced P.E. in an upperclassman's course load has become difficult in recent years, its removal from the curriculum offerings eliminates a positive expressive outlet for many students. For a number of students, Advanced P.E. serves as a reward for impressive behavior and top-tier grades (some schools require their instructors to individually recommend high academic performance students for Advanced P.E. classes). Thus, Advanced P.E. is an incentive to excel academically and socially and gives students a tangible goal to work towards throughout their underclassman years. Given the time management concerns of college-bound students and the prerequisites that they must fulfill, perhaps offering an Advanced P.E. course that meets less often than a typical class might be advantageous to interested students and schools short on staff and financial support for the elective. Ultimately, more upperclassman should be participating in Advanced P.E. classes than those that are taking underclassman P.E. courses to either fulfill their physical activity requirement to graduate or to retake the course after failing it during one of their underclassman years.

RPS Physical Education / After School Assessment 2013 17 Alternatively, RPS could elicit help from external organizations (such as local gyms that employ personal trainers and other fitness certified individuals) to administer onsite fitness-related lesson plans. At this point, if the affordability of expanding and staffing Advanced P.E. classes is questionable, trainers from local gyms can at least: educate students about proper weight-lifting form and technique; demonstrate the appropriate usage of cardio equipment; define the gradual progressions of exercise frequency, duration and intensity of exercise; and expose students to a variety of fitness options available outside of P.E. class that require minimal equipment. This instruction is nothing that a P.E. teacher is incapable of teaching himself/herself, but offers an instructional break for staff and provides potential field trip opportunities for students. Similarly, eliciting help from local recreational sports organizations and clubs (like CrossFit, Seal Team, Richmond Cycling Corps and Project Yoga) would not only increase student exposure to a variety of sports, but would add activities to the Advanced P.E. curriculum. Example: The appreciation of Advanced P.E. opportunities is evident among several high schools. Students at Franklin Military Academy are only required to take P.E. class during their 9th grade year and although students receive opportunities for physical activity through their military discipline, students report a desire to include P.E. in their course load beyond their freshman year. The Advanced P.E. option has only been available at John Marshall High School for one year with a roster of about 10-15 students. The primary goal of the program is to allow students to experience physical activity outside of the classroom, and students have reportedly responded positively to their out-of-school excursions. Given the time to develop, John Marshall’s program might begin to equalize the gender disparities of physical activity participation observed at the school. The addition of varied physical opportunities to the program could stimulate female interest in becoming active through non-sports activities.

3. Integrate P.E. Objectives and Physical Activity into General Curriculum Instead of viewing P.E. as a supplemental course, schools should adopt P.E. as a part of the core curriculum, making the class a requirement throughout middle school and extending the course beyond 10th grade in high school as Advanced P.E. (see previous recommendation) (IOM, 2013). P.E. curriculum should ensure that students understand how instrumental physical activity is to academic performance as well as how being active permeates all other facets of well-being (Active Living Research, 2012). According to the National Association of State Boards of Education, Virginia state law mandates that “school districts provide age-appropriate and culturally sensitive physical education to teach students how to conduct and maintain physically active lifestyles” but “does not specify grade levels or amounts of instructional time” (www.nasbe.org ). This mandate is somewhat contradictory, for it proposes that P.E. be the means by which schools educate students about physical activity as a major tenet of everyday lifestyle, but does not regulate its implementation. Thus, the principles of P.E. class have been left open to each district’s interpretation, which has often translated into P.E. as an elective and no standardization of duration, frequency, or intensity of physical activity. If schools intend to convince students that physical activity is essential and must be sustained throughout adulthood, having P.E. as an elective throughout middle school and ceasing its requirement halfway through high school does not effectively relay this message. Although legislation mentions a 150-minute per week minimum requirement for physical activity to attain health-related benefits, the electivity of P.E. class does not allow for the majority of students to fulfill this specification. Developing a means by which to integrate physical activity into other academic courses throughout the school day and eliminating the treatment of P.E. as a stand-alone class will help

http://www.nasbe.org/

RPS Physical Education / After School Assessment 2013 18 enforce the importance and pervasiveness of physical activity. Stretching and activity breaks during and between classes will increase oxygenation of blood to the brain, thus improving student concentration and the attentiveness of those with attention deficit disorders (IOM, 2012). Once students can deduce this positive connection between physical activity and academic productivity, increased numbers of students will want to apply this enhanced mood/performance to academia, to P.E. class, and to their involvement in after school activities/sports. All in all, the more that school staff and officials can do to create an environment welcoming to physical activity and demonstrate their own investment in physical fitness upkeep, the more students will appreciate the benefits of physical activity and prioritize their schedules to include such exercises. Children and adolescents look to adults in authoritative positions to imitate appropriate behavior, and thus use these individuals' approaches to fitness as examples. In some ways, adult acceptance of physical fitness as a priority gives students permission to shape their own identities in a similar manner (Le Masurier & Corbin, 2006). Example: Franklin Military Academy has an outdoor learning classroom that would easily allow students to oscillate between seated, academic exercises and physical activities to cement the correlation between the two. Schools such as Henderson Middle School and Lucille Brown Middle School do not typically encounter problems obtaining equipment for their P.E. programs, partially because their principals regard physical activity as a preeminent factor in academic success. Students at these schools will carry these positive attitudes towards fitness into other aspects of their lives and eventually prioritize fitness on their own accord having been shown its significance to their well-being. After-School Activities / Sports Specific Strategies:

1. Create an Equal Value System Between Academics and Physical Activity / Sports Perhaps one of the most significant determining factors regarding the declining importance of after school activities is the overriding prioritization of SOL testing. For the most part, students are not informed of the connection between physical activity and academic accomplishments, and sports are seen as an inessential accessory to education (Le Masurier & Corbin, 2006). Initially, schools should collaboratively determine methods for incentivizing physically activity. As students become more accustomed to a physical activity reward system they will associate positive behavioral changes with fitness/sports. Eventually, as students learn to incorporate physical activity into their daily rituals, the motivation to remain active will shift from the original extrinsic reward system towards one that is intrinsically-based and sustainable. The ultimate goal should be the creation of an equal value system between academics and physical activity. Thus, students should be rewarded for both academic and physical fitness success on an equivalent basis to signify the positive correlation between the two. Example: Based on conversations with RPS staff, students in each grade level at Lucille Brown Middle School would have the option of participating in the school's after school MSR program during the 2013-2014 school year. Lucille Brown's after school activities expose students to a myriad of activities and involve various external organizations (like the YMCA, First Tee Golf and Richmond Raiders Football Team) to encourage student experimentation with different physical activities. Students also participate in many field trips to learn about offsite fitness opportunities within their community and attend family-centered events that promote parental involvement. The multitude of activity options for students in the MSR program and the incorporation of

RPS Physical Education / After School Assessment 2013 19 students’ support systems stems from the administration's support for and prioritization of physical fitness.

2. Incentivize Sports and After School Activities to Encourage Academic Success and Participation

Ending a sports season prematurely is difficult for all parties involved and ultimately lowers student morale, overshadowing the achievements made before the forfeit. Although GPA requirements are intended to incentivize sports participation (as well as ensure satisfactory academic performance), many students have not responded well to this objective. As part of the initiative to prioritize physical activity, support and modeling of appropriate physical behavior should be a school-wide effort that provides students with positive examples of the interdependence of physical fitness and academic performance. Making physical activity a part of every school’s culture may be just the inspiration that students need to embrace an active lifestyle, which in turn will help improve grades/academics that are required for after school activity participation. Along these terms, schools should develop specialized protocol for the gradual reinstatement of suspended athletes that enforces this physical activity receptive culture. For example, to further incentivize these students’ return to their sports teams and demonstrate the significance of grade upkeep, schools can offer small sports-related rewards as suspended students reach mini milestones in their academic performance. Depending on each school’s current suspension practices, these small rewards could include increasing students’ practice time with teammates (which could eventually lead to abbreviated playing time during competition), requiring a predetermined amount of physical activity outside of school for fitness maintenance (cardio, weight lifting, and/or athletic drills), and /or requiring suspended students to complete practice drills and play with another sports team at the school (for limited time periods that do not supersede the students’ typical duration of practice time). A reward system as such that does not completely prohibit physical activity sends suspended students the message that although school officials do not take substandard academic performance lightly, they view the maintenance of physical fitness/sports performance as just as important as academics. This approach shifts the intentions of decreased sports involvement from being a punishment to being an incentive for students to raise their grades as they work towards full reinstatement on their sports teams. Designating sports as a reward creates a positive association with fitness for students, thus strengthening the chances that this positive connection and an affinity for physical activity will endure beyond the school years (Le Masurier & Corbin, 2006). Similarly so, schools can create a reward system for students in after school programs that include a physical activity component. For example, students in the MSR program that do not fulfill their tutoring/academic requirements should still be allowed some exposure to fitness-related activities. Like suspended student athletes, MSR students should gain increased access to fitness as their academic performance improves. Administrators should manipulate duration and type of fitness activities that students are allowed to engage in to further strengthen the perception that physical activity participation is an incentive. Students with behavioral suspensions might benefit from a similar reward system, depending on the severity of their misconduct.


C. Create an environment that promotes a sense of teamwork and camaraderie among students as well as invites the surrounding community to spectate and engage in physical activity themselves.


1. Standardize “dressing out” Requirements and Require Students to Wear a P.E. Uniform

All students should be required to wear a standard, customized school uniform to promote an in-group identity among classmates that fosters allegiance to their teachers and their school. Additionally, uniforms will ensure that each student has the proper attire to participate in P.E. class and eliminates any misinterpretation of P.E. apparel appropriateness. With anywhere from 25 to 50% of RPS students not dressed out during any given P.E. class, the feelings of camaraderie and inclusiveness that wearing a standard uniform creates are diminished. Typically, students that do not “dress out” do not put forth maximal effort during P.E. class, most likely because their “day clothes” decrease the mobility and range of motion required for optimal movement and students do not want to soil the clothing that they will wear for the rest of the school day. Example: At Henderson Middle School, P.E. teachers require their students to purchase blue, school-made uniforms. If a student forgets their uniform on a designated P.E. day, there are extra “loaner” uniforms available onsite that have been washed and dried in the school laundry rooms. Points are deducted from students’ grades if they use a loaner uniform, thus encouraging students to remember to bring their own clothing and establishing a hierarchical relationship between students and instructors. This uniform requirement increases student participation in class, clearly delineates teacher expectations, and enforces the authority of the instructor. For example, while visiting Henderson, a Sports Backers representative witnessed the following interaction between the instructor and students: When the instructor blew a whistle to demand the students’ attention, all students responded by ending their conversations and faced the instructor to demonstrate their attentiveness. Students responded to instructor cues and directions as a unit and knew what protocol for appropriate behavior was expected of them throughout class as they consistently acknowledged their instructor’s authoritative role. After School Activities / Sports Specific Strategies:

1. Improve Condition and Availability of Spectator Seating All RPS middle and high schools would benefit from improving or installing spectator seating around their sports facilities. Spectator seating would invite the community to enjoy school sports and increase student morale and pride in their athletic performances. Because community involvement is a large predictor of the adoption of a physically active lifestyle in any given region, improvements in spectator seating should be a priority for all schools (IOM, 2012). Example: Lucille Brown Middle School has outdoor facilities in good condition (soccer field and tennis courts), but no proper seating for spectators. There is, however, ample space for spectatorship along several sloped fields that lie adjacent to these facilities. These fields could be sculpted into amphitheater-style seating. Building a miniature amphitheater within the preexisting hillside also serves as an outdoor classroom for teachers who can use the structure for short presentations or simply to offer students an environmental change during warm weather. The natural setting of amphitheater-style seating would give the school unique appeal, inviting the community as well as the school’s constituents to make use of it.

RPS Physical Education / After School Assessment 2013 21 John Marshall High School and Henderson Middle School have the potential to jointly develop spectatorship, as both schools share several outdoor facilities (track, football and soccer fields, and tennis courts). Replacement of the existing antiquated metal bleachers with appropriate seating could develop a sense of partnership between the two schools, increase sports participation, and draw support from the community.

D. Offer students a variety of physical activity and sports options for P.E. and after school programming to optimize opportunities for engagement and early positive experiences with fitness and sports.


1. Introduce Alternative Non-Sports Physical Activities into P.E. Curriculum to Decrease Gender Participation Discrepancies

All P.E. programs would benefit from the addition of “alternative” activities to the sports-related activities already included in the course load. Such activities should promote overall physical fitness improvements (like cardiorespiratory, flexibility and strength) and should be offered with an educational component that explains the benefits of their inclusion in the P.E. program. Instructors should request feedback from students and colleagues to determine which activities would elicit a positive response and should be as creative as necessary in their implementation of these activities to promote widespread inclusion. Focus should be placed on activities to include girls and deconditioned students. Even schools with minimal gender participation disparities can benefit from the incorporation of alternative fitness activities to invoke widespread healthy behavioral changes among all students. Although an ideal P.E. class would include gender integration, the primary goal of physical education programs is to encourage movement and physical activity. Thus, female students (as well as deconditioned individuals) might initially benefit from participating in P.E. classes separated by activity preferences until students’ fitness and comfort levels improve to a degree that they are sufficiently confident in their capabilities to participate as a consolidated class. Affording females and/or deconditioned individuals this opportunity to partake in alternative physical activities also will allow instructors to work on sports-related skills building exercises that students can practice as a separate group before being encouraged to re-integrate with the rest of the class. Such alternative activities should not be offered as “female-specific” activities, but should be made accessible to all students as to eliminate any stigmatization. Providing all students the opportunity to choose their activities in P.E class also creates a sense of control in determining how they want to allocate their physical activity time, which translates into high probability for future adherence to physical fitness endeavors throughout adulthood (IOM, 2012). Needless to say, instructors should be responsible for scheduling classes during which students are given fitness alternatives; to ensure that traditional sports (i.e., basketball, tennis, baseball, etc.) receive optimal exposure as well, instructors should make sure that students devote a predetermined minimum percentage of their P.E. time to the seasonal sports schedule. Schools should also make sure to inventory their storage rooms for underused equipment in discerning opportunities for alternative activities. Several middle schools have grant-funded archery equipment that remains unused for the majority of the school year. Similarly, several high schools and middle schools have bowling equipment that is only used a few times a year during unregulated class periods (school-wide standardized testing, “free time” exploratory classes, etc.). Reincorporation of this equipment into the year-round curriculum could bolster student participation. Ultimately, the goal of increasing physical activity options in P.E. class

RPS Physical Education / After School Assessment 2013 22 should be to encourage movement and educate students about the plethora of options available to them for sustaining a healthy lifestyle. Example: At Huguenot High School, most female students sit along the sidelines during P.E. class unless their female P.E. instructor separates them from their male counterparts. Once segregated, female students participate in non-sports-related activities (such as dancing, aerobics and Wii fitness games) and report feeling less intimidated to participate in such activities than when they are required to practice sports-related skills with male students. John Marshall High School has a “Wellness Room” adjacent to the indoor gym that contains various pieces of fitness equipment in fair to poor condition (treadmills, stationary bikes, Elliptical trainers, steps, etc.). If this equipment were to be updated, instructors would be better able to incorporate circuit training into P.E. classes to offer students varied options for physical activity. Ultimately, this variety of activities would expand the students’ repertoire for physical activity options that will subsequently carryover into adulthood, a time during which creating sustained physical activity opportunities becomes decreasingly probable due to an increase in lifestyle challenges (work obligations, children, spouses, etc.). Coordination with local fitness facilities (such as the Greater Richmond YMCA, Gold’s Gym and American Family Fitness) to develop an equipment donation program would allow RPS middle and high schools to receive updated equipment on a continual basis. Fitness facilities are required to regularly replace equipment due to liability constraints; therefore, discarded equipment is not necessarily non-functional and can be further used in other settings (upon inspection and a determination of minimal safety standards).

2. Improve the Variety of Sports Activities Explored in P.E. Class Students’ preference for informal pick-up games rather than organized sport is most likely a carryover effect of having P.E. as an elective throughout middle school and only as an underclassman requirement during the high school years. With this irregular enforcement of physical activities throughout their early school years, students become unaccustomed to the perceived rigidity and restrictiveness of organized sports (even though the sports played during P.E. class are more recreational in nature than after school sports). Although basketball is a familiar sport to most students, there are students in RPS middle and high schools who report that they would like to try other activities such as softball/baseball, soccer, lacrosse, and tennis to name a few. Additionally, instructors across the board report that although students are initially hesitant to try unfamiliar sports (such as badminton, archery and field hockey), the social nature of each sport promotes an eagerness to participate, learn sports objectives, and physically excel. The cause for this lack of variety in P.E. sports is multifactorial, attributable to the shortage and poor condition of sports equipment, large class sizes, and negative student attitudes towards deviating from their fitness comfort zones. The addition of a variety of sports equipment to middle and high school P.E. programs could be the impetus for changing the reputation of unfamiliar sports throughout the school system. P.E. class offers students the opportunity to practice such sports without the pressures of competition that often come along with club or interscholastic teams and allows the administration to determine which sports would be most appropriate to add to after school programming based on students’ receptiveness to the activities. Adding equipment requests to budgets that are already strained can be difficult; however, schools might initially invite help from local recreational sports teams (Richmond Volleyball Club, Greater Richmond Tennis Association and Richmond

RPS Physical Education / After School Assessment 2013 23 Kickers) to meet this objective of exposing students to a variety of activities while adjusting their budgets to accommodate equipment spending. Additionally, being that basketball is such a popular sport, if instructors were to encourage more instances of casual competition among classmates to mimic intramural/interscholastic play, then students might be more inclined to consider after-school sports participation. Example: Instructors at Henderson Middle School describe their students as constructively engaged in P.E. class activities as well as willing to experiment with non-traditional activities. This enthusiasm stems from the school administration’s efforts to make P.E. class an enjoyable experience through field trips that educate students about alternative fitness opportunities. Students have had the opportunity to experiment with rock climbing, go karts, and YMCA swimming and boot camp classes, all experiences that supplement their classroom exercises and increase students’ receptiveness to attempting unfamiliar activities. After School Activities / Sports Specific Strategies:

1. Improve the Variety of Sports Activities Offered During the 2013-2014 school year, a newly proposed schedule has the middle school soccer season occurring in the fall so that coaches are fully available in the spring for the high school soccer season. With more coaches available to devote their time to high school soccer in the spring, there are increased possibilities for expanding the sport’s availability throughout all RPS high schools. Schools should also make sure to create equal gender opportunities for soccer participation, developing female soccer teams at schools where there are currently only male teams. Other sports that should be developed at each middle and high school in addition to basketball and soccer include: volleyball, tennis, competitive cheerleading, and track and field. Researchers have indicated that intramural sports participation more so decreases physical inactivity and the associated health risks among low-income, black children than interscholastic (Varsity and JV) sports activities (Kanters et al., 2012). Because of the lower levels of competitive stress and accountability as well as the non-exclusive nature associated with intramural play, students are generally more willing to participate and experiment with multiple sports than if they are tied to interscholastic teams. Seeing as that the RPS system comprises a high percentage of low-income black children, the push for expanding intramural sport opportunities is integral for promoting physical activity, particularly during middle school when sport specialization is not a primary focus. Because there are a great number of students interested in solely playing pickup basketball or soccer games, middle and high schools would encourage student participation in physical activity and possibly garner interest in intramural teams if they monitored semi-regulated after school pick-up games. Pick-up games do not necessarily need to be affiliated with club sports and students do not need to be allocated to particular rosters. Monitors/instructors should however keep track of the students participating in pick-up games to determine which students might be a good fit for intramural competitions. Although they might be initially averse to the idea of creating any form of regulated teams, students would benefit from the camaraderie that intramural teams create. Furthermore, reflective of female students’ discomfort with co-ed P.E. classes, intramural sports should offer gender segregated options as well, especially throughout middle school when females are particularly aware of bodily changes and developing a preference for activities that allow socialization with other females (Kanters et al., 2012). Schools should also ensure that students playing pick-up games use equipment that is in at least fair condition.

RPS Physical Education / After School Assessment 2013 24 Additionally, students (females in particular) have expressed interest in other unavailable sports: lacrosse, field hockey, softball and volleyball. If P.E. classes were able to obtain new and/or varied equipment, instructors would be able to introduce students to new sports to gauge their interests in these activities. Most P.E. instructors report that students are initially hesitant to try unfamiliar activities, but ultimately end up both enjoying and appreciating the change in pace. Theoretically, this introduction to sports in the classroom would translate to an incorporation of these activities into after-school sports programming, as allowing students to explore multiple sports is essential to their physical fitness development (McEwin & Swaim, 2008).

2. Encourage Female Participation in After School Sports/Activities by Increasing Sports Options

Just as the availability of alternative physical activity options will encourage female participation in P.E. class, the introduction of additional sports teams will foster female interest for after school sports activities.

E. Provide students with amenities that sufficiently prepare them for physical activity and sports competition.

Combined P.E. and After-School Activities / Sports Strategies:

1. Improve Locker Room Conditions to Encourage Appropriate Use of the Space Although most of the locker rooms are outdated and a handful would benefit from significant renovations, the majority of locker rooms would reach satisfactory functionality with routine cleaning and minimal repairs to the indoor plumbing systems. The environment of the pre-exercise space sets the tone for students’ attitudes and demeanors throughout class; therefore, creating a clean and purposeful space will most likely encourage students to participate in class as well as give them a sense that their school is invested in their well-being. This investment will go a long way as students will begin to develop personal as well as school pride, improving overall P.E. class performance. Furthermore, purchasing and installing privacy curtains for the changing areas would likely increase participation as students would be more likely to utilize the space to “dress out.” Curtains would minimize the typical body image concerns of adolescents and thus nudge self-conscious students in the direction of class participation. Poor locker room conditions diminish student morale during competition, especially when RPS schools host other teams for after school sports competitions. Having insufficient amenities is oftentimes embarrassing to students and sometimes a cause for animosity between competing teams. Example: Despite the fact that the boys and girls locker rooms at Albert Hill Middle School are outdated, both quarters are functionally clean, spacious, and contain either lockers or baskets within which students can store their belongings during P.E. class. For the most part, toilets, showers, sinks, and water fountains all operate proficiently. Similarly, John Marshall High School locker rooms are cleaned on a regular basis and contain a sufficient number of showers and changing areas with privacy curtains. Toilets, showers, and sinks are functional. In both cases, the amenities of these locker rooms properly prepare students for P.E. class. In the former case in particular, student participation in P.E. class is high because students enter class with the mindset that they are there to engage in physical activity. Thomas Jefferson High School is in the process of locker room renovations, but has a newly built locker room for the football team. This new locker room is spacious, clean, and fully

RPS Physical Education / After School Assessment 2013 25 functional. New male and female locker rooms that are of the same quality as the football locker room will most likely create a constructive atmosphere for student athletes, improving their performance in after school sports/physical activities. As students await completed locker room renovations, they should be allowed to make use of the football locker room; in practice, students currently do not use this room.

2. Improve the Condition and Variety of Sports/Fitness Equipment This year, the athletic department at John Marshall High School inherited new tennis equipment from Deep Run High School (Henrico County) for their after school tennis team; however, equipment for P.E. class is typically donated from the athletic department once after school sports teams have gotten maximum usage of these supplies. If RPS staff can establish a similar donation partnership of new or gently used equipment from neighboring county schools until in-house budgets support the purchasing of such items, P.E. programming and student performance would resultantly improve from the added variety of sports/physical activity options. As previously mentioned, schools could benefit from partnering with local gyms and fitness facilities to acquire gently used equipment. The procurement of this equipment might not be immediate or consistent as many gyms have to supply large quantities of equipment to their own youth sports programs, but having another option for attaining equipment improves RPS’ chances of being able to find supplies for their P.E. departments. Additionally, not every school in the RPS system is equipment deficient; therefore, those schools that are truly lacking in supplies should be the priority for any equipment donation program. In regards to after school activities, the heavy rotation of equipment prevents students from having optimal conditions for practice, leaving them at a disadvantage when they compete with better-equipped schools. Currently, RPS middle and high school students are not very competitive within their divisions (according to reports from principals, athletic directors, and coaches). Availability of viable equipment also determines the variety of sports that a school can offer and the lack thereof has impacted the majority of RPS middle and high schools (middle school tennis and soccer teams are coed, not every high school offers tennis and soccer, lacrosse and field hockey are nearly non-existent). Morale and participation in after-school sports would most likely increase if students are able to practice with appropriate equipment. As suggested for P.E. classes, schools lacking in equipment that cannot immediately afford new purchases for their after school programs can enter into a donation partnership with schools in the surrounding counties that either have an excess of equipment and/or receive new equipment on a frequent basis (thus allowing RPS to receive gently used but fully operational equipment). If feasible, this donation agreement should exist independently from the proposed arrangement between county schools and Richmond City P.E. departments to ensure that the donated equipment is not overused. Furthermore, schools might benefit from equipment donations provided by local recreational sports teams. Example: As mentioned, John Marshall High School receives donated tennis equipment from Deep Run High School. Expanding this donation agreement to other equipment would further help their after school sports programming.

RPS Physical Education / After School Assessment 2013 26 P.E. Specific Strategies:

1. Increase Staffing for Overpopulated Classes Researchers indicate that building rapport with those receiving guidance is an instrumental first step for anyone in an instructional position. Rapport is the foundation for a trust-filled relationship among students and teachers that sets the stage for students to develop positive attitudes towards P.E. class and physical activity in general (American Council on Exercise, 2010). With most of their time devoted to administrative duties and disciplinary actions, the current P.E. instructors cannot help garner sufficient interest in physical activity among their students, and students consequently neither prioritize the skills learned in P.E. class nor completely understand the transferability of these skills to improving cognitive capabilities and academic performance. Adding more instructors to each school’s P.E. staff/department would alleviate some of these aforementioned stressors, especially for those schools with classes of more than 35 students per one instructor. The addition of staff spawns several financial considerations; however, schools might find a temporary solution to their monetary restraints with voluntarism. Local college and university teaching programs (such as VSU) encourage students to intern in local schools to fulfill their student teaching requirement. The number of P.E. student teachers in the region is traditionally not very high, but perhaps RPS can elicit help from college/university students outside of these teaching programs. There are volunteer hour requirements for several other college/university programs for which aiding P.E. teachers with activities management and student monitoring would be appropriate for these students. RPS could also work with local colleges/universities to develop service clubs that specifically tailor their volunteer work towards middle and high school P.E. classes. All volunteers would need to undergo short training exercises that prepare them for P.E. class structure and dynamics, instructor expectations and relevant duties, and appropriate conduct to maintain with the students and staff. Although the closeness in age between volunteers and students might be problematic for ascertaining a degree of authoritativeness with high school classes, middle school students would mostly likely be respectful of college-aged volunteers. In actuality, the RPS middle schools appear to be in the most need of help considering that they have the highest student-to-teacher ratios. Example: As reported by RPS schools that currently collaborate with outside organizations (such as Lobs for Love and the Police Athletic League) to encourage sports engagement, students welcome external fitness lessons; therefore, students will just as likely be open to the addition of volunteers to the P.E. classroom. Moreover, volunteers might even offer instructors and students innovative perspectives on fitness activities to incite student participation. Schools such as Franklin Military Academy that have lower student-to-teacher ratios (some classes contain as little as 10 students) have more physical activity scheduling flexibility than other schools that average 40 students per one teacher and can therefore incorporate variety into the lesson plans. Requesting help from local recreational sports organizations might be appropriate to alleviate student-to-teacher ratios as well. Overall, decreasing the student-to-teacher ratio of P.E. classes from 45 students to one teacher to approximately 30 students per teacher/volunteer opens the door for varied physical activity exploration and appropriate rapport-building. After School Activities / Sports Specific Strategies:

1. Consider Expanding Transportation Options for Athletes to Allow for Adequate After School Practice Time

If students enter into competitions knowing that they have had adequate practice time, their efforts will match this perception of their readiness for competition. Transportation is costly, but

RPS Physical Education / After School Assessment 2013 27 determining a means by which student athletes can receive a ride home without sacrificing their practice times would enhance athletic performance, enhance student self-efficacy, create a sense of pride within the schools’ constituents, and ultimately garner respect from each school’s competitors as the athletes’ performance improves (Halpern, Deich, & Cohen, 2000). Thus developing a transportation schedule for student athletes on a smaller scale than the after school activity bus rotation would be a school-wide benefit, particularly in high schools where some students have sports-related college-bound aspirations. Possible solutions to this transportation issue include partnering with local colleges/universities and churches that might have vans to donate to after school sports programming and/or working with the City of Richmond Administration as a resource for additional transportation (Halpern, Deich, & Cohen, 2000).

F. Improve Conditions of Indoor and Outdoor Facilities: P.E. and After School Activities

Improvement of indoor/outdoor sports-related facilities would increase student participation in both P.E. and after school physical activities as well as level the playing field for student athletes with competitors who are accustomed to facilities in prime condition. Spreadsheets outlining school specific recommendations for facility improvements of locker room, gym, fields, track, equipment and other facilities as needed have been developed for each middle school and high school. These spreadsheets can be found in the School Specific Recommendations section of this document.

Richmond Public SchoolsPhysical Education and Sports Assessment 2013MIDDLE SCHOOL - Recommendations

FACILITIESLocker Room Gym Fields Track Equipment Other

Binford Clean floors; privacy curtains for girls Install AC; interim use fans; new No fields onsite.

bb hoops.

Boushall Clean floors/showers; make showers Good condition. Trim grass on fields. Replace with rubber synthetic; Add circuit training/fitness equipment. Tennis Courts: resurface; new

functional; paint lockers at least 4 lanes. posts, nets; remove weeds.

Weight Rm.: increase space; update equipment.

Brown Paint lockers; add privacy curtains Fix 6th basketball hoop, Trim soccer field grass. Keep gravel even; cut weeds Update equipment in storage. Tennis Cts: install proper

for girls room; clean floors. speaker system, clock Baseball: replace infield mix, Add circuit training/fitness equipment. drainage, nets, posts, caps.

cut grass, level the surface. Install outdoor amphiteater style

spectator seating.

Elkhardt Clean floors, showers, lockers. Update Install AC; interim use fans. Soccer: replace dangerous Replace with graded fine Update equipment in storage.

plumbing. Exterminate insects. bleachers and soccer nets. crusher material.

Franklin Add more privacy curtains. Replace existing bleachers. Good condition: need community Build a track. Increase storage space.

Increase size of gym. involvement-spectator seating.

Henderson Good condition. Good condition. Soccer: Maintain/trim grass; needs Replace with rubber synthetic; Tennis Cts: remove weeds; resurface;

soccer goals. at least 4 lanes or share with JM. add new posts, nets, caps.

Hill Clean showers; add privacy curtains Repair AC and scoreboard. Replace Add track/area for students to Use equipment in storage: attic. Use parking lot space to create outdoor

to girls room; update bathroom stalls. bleachers. Replace dangerous bb walk/run. Add circuit training/fitness equipment. basketball cts/activity space.; utilize field

hoop support. across from school for soccer, football, etc.

MLK Clean floors, showers, lockers. Update N/A - under construction N/A - under construction N/A - under construction Update equipment in storage.

(under construction) plumbing. Add privacy curtains. Add circuit training/fitness equipment.

Exterminate insects.

Thompson Use locker rooms for intended purpose, Repair and resurface warped flooring. Add circuit training/fitness equipment. Utilize alternative outdoor facilities during

not storage-remove items from girls locker Install AC; interim use fans. Huguenot construction for tennis, soccer,

room. Renovate locker rooms-add lockers, flag football, etc.

showers, restroom facilities, etc.

AFTER SCHOOLAll Schools Develop gender-specific intramural teams

for the following sports: basketball, soccer,

track & field, baseball/softball, tennis,

volleyball, competive cheerleading

Richmond Public SchoolsPhysical Education and Sports Assessment 2013HIGH SCHOOL - Recommendations

FACILITIESLocker Room Gym Auxiliary Gym Fields Track Equipment Other

Armstrong Renovate both locker rooms: Repair bleachers; clean Weight Rm: Repair weight Level terrain/fill in holes, Remove weeds; resurfaceUpdate equipment in storage/increase

new plumbing, sanitize, privacy and resurface floors. Repair/ lifting and cardio equipment; maintain grass, rebuild field to and expand to 8 lanes to quantity.

curtains, new lockers, paint job, etc. replace score clocks. replace rusted dumbbells; clean/ incorporate football, softball, host competitions -especially

replace damaged flooring. Add baseball, etc. for girls track program.

fitness equipment: tubes, medicine

balls, jump ropes, elastic bands, etc.

Community Clean floors, showers, restrooms; Repair peeling ceiling. Add Fitness Rm: partner with local gyms "No Dogs" sign for field and clean upUpdate equipment in storage/increase

Basketball Ct: replace rims, resurface blacktop and

exterminate insects. Replace lockers. mats to brick walls to protect to equip. crew for dog waste. Consistent maintenance quantity. remove weeds. Replace bleachers.

Add restroom facilities and privacy students.

remove

curtains for showers. grass in infield.

Franklin Add more privacy curtains. Improve spectator seating options. N/A Good condition: need community Build a track. Increase storage space.

Increase size of gym. involvement-spectator seating.

Soccer: Maintain/trim grass; needs

George Wythe Repair showers in girls room. Clean boys Update Update equipment in Weight Rm:

room and showers for mold/mildew. help from YMCA for donations.

Remove items in storage from boys room.

Huguenot Boys: repair showers; clean mold & mildew in Repair floors, replace bb hoops, Clean; repair/replace fitness and Under construction: add lights to football/soccer Build 8-lane track, host competions. Update, replace, increase quantity of

(under construction)showers; clean floors; repair plumbing; exterminate replace bleachers, repair AC. weight equipment. Expand to stadium. Rubber synthetic. all equipment. insects; repair lockers; add restrooms; repair varsity accommodate students. rm-replace lockers, clean, paint. Girls: add privacycurtains; clean, repaint, repair lockers; repair plumbing.

John Marshall Good condition. Good condition. Weight Rm: update equipment -Consistent upkeep schedule for lawn maintenance. Replace with rubber synthetic, 8-lane Increase storage space for equipment:

Facilities can be shared with Henderson to

donation partnership with local gyms. Expand football field; replace spectator bleachers- track.

expand donation partnership with county

create one large sports complex/invite

Fitness Rm: update equipment - include outdoor power source. Add lights. schools beyond tennis equipment. y

remove weeds;

donation partnership with local gyms. Soft/Baseball: remove grass, replace infield mix.

resurface; add new posts, nets, caps.

Thomas JeffersonUnder construction: include privacy curtains; mimic Add additional spectator seating.

Make new Weight Rm friendly to female use: do Replace bleachers/spectator seating. Build 8-lane track, host competitions.

Clean and inventory storage areas; make use

(under construction) design and quality of new football locker room. not require females to walk though male changing Rubber synthetic.

of equipment in storage. Update and increase

Remove equipment from girls room.area / develop Fitness Rm counterpart with alternative quantity. equipment: treadmills, stationary bikes,jump ropes, elastic tubes/bands

*Open High School: Students utilize the Downtown YMCA for P.E. and after school activities. Otherwise, students report to their "home schools" for sports-related activities. *Work with community partners to update

equipment.

After School Sports All Schools Develop gender-specific intramural teams for the following sports: basketball, football, soccer, track & field, baseball/softball, tennis, volleyball, competitive cheerleading.

References

Active Living Research. (2012, June 28). Research quarterly for exercise and spots examines physical

education’s role in public health over the past 20 years. Retrieved from Active Living Research

Web site http://activelivingresearch.com/node/12667.

American Council on Exercise. (2012). ACE personal trainer manual. San Diego, CA.: American

Council on Exercise.

Halpern, R., Deich, S., & Cohen, C. (2000, May). Financing after-school programs. Retrieved from The

Finance Project Web site:

http://www.financeproject.org/publications/financing_afterschool_programs.htm

Institute of Medicine. (2012). Accelerating the progress in obesity prevention: Solving the weight of the

nation. Washington, D.C.: National Academic Press.

Institute of Medicine. (2013). Educating the student body: Taking physical activity and physical

education to school. Washington, D.C.: National Academics Press.

Kanters, M.A., Bocarro, J.N., Edwards, M.B., Casper, J.M., & Floyd, M.F. (2012). School sport

participation under two school sport policies: Comparisons by race/ethnicity, gender, and

socioeconomic status. Annals of Behavioral Medicine. Retrieved from DOI 10.1007/s12160-012-

9413-2.

Le Masurier, G., & Corbin, C.B. (2006). Top 10 reasons for quality physical education. Journal of

Physical Education, Recreation, and Dance, 77(6). Retrieved from

http://www.aahperd.org/naspe/publications/financing_afterschool_programs.htm

McEwin, K., & Swaim, J. (2008, October). Middle level sports: Recommendations for reform. Middle

Level Leader. Retrieved July 23, 2013, from http://www.nassp.org/Content.aspx?topic=58431

National Institutes of Health. (2013, June 25). Only half of U.S. youth meet physical activity standards,

NIH study shows. Retrieved from National Institutes of Health Web site:

http://www.nih.gov/news/health/jun2013/nichd-25.htm.

http://activelivingresearch.com/node/12667

http://www.financeproject.org/publications/financing_afterschool_programs.htm

http://www.aahperd.org/naspe/publications/financing_afterschool_programs.htm

http://www.nassp.org/Content.aspx?topic=58431

http://www.nih.gov/news/health/jun2013/nichd-25.htm

Site Visit Schedule

Richmond Public Schools Physical Education and Sports Assessment 2013

The Sports Backers performed a complimentary assessment of the Richmond Public Schools physical education and after school sports programs in middle and high schools from April 24 - June 5, 2013. The purpose of this assessment is to outline the opportunities and challenges that determine the success of the school system’s efforts to provide quality physical activity opportunities for its students. The assessment will analyze existing facilities, student involvement/faculty engagement, and availability of programming at the schools listed below. A report detailing the findings will be presented to the School Board in September. Overall, the purpose of this report is to reveal underdeveloped components of successful physical fitness programming, not evaluate any faculty or staff on a personal level.

A male and female Sports Backers (SB) representative visited each school and spoke with the principal, athletic director, physical education faculty/staff and CIS staff. All representatives checked in with the office before making any observations and worked closely with an appointed "liaison" from each school to tour the facilities and review procedures. Representatives remained on school grounds for the several hours and made every effort to minimize any sense of intrusiveness felt by the school staff.

Schedule of Visits Date School SB Reps Date School SB Reps

4-Jun Henderson RESCHEDULE 13-May Thomas Jefferson Tasha

Tasha MDS*

26-Apr Armstrong Tasha 15-May Boushall Tasha

Rachel*

29-Apr Franklin Military Tasha 20-May

Martin Luther King Cheryl

Tasha 1-May Huguenot Cheryl 22-May Albert Hill Tasha

Tasha Rachel* Ray

3-May John Marshall Tasha 29-May Binford Pete

Cindy

6-May Elkhardt Ray 31-May Thompson Cindy

Faith

8-May Lucille Brown Tasha 3-Jun Open Jackie MDS MDS*

Pete

10-May George Wythe Cheryl/Will 5-Jun Richmond Comm. Jackie *Greater Richmond Fit4Kids staff (MDS = Mary Dunne Stewart and Rachel = Rachel Harms)

Assessment Forms and Rating Scale Richmond Public Schools

School Name:

Physical Education and Sports Assessment 2013

Date:

P.E. General Questionnaire:

(1) Avg. Ratio of Teachers to Students? Engagement/Involvement?

(2) Grade levels that P.E. is offered? Elective?

(2) How often do students participate in

P.E.? Per week? Duration of class?

(2) How many P.E. classes occur per day?

(3) Sports/Activities played during P.E.?

During which seasons/time of year?

P.E. Observations (4) Locker room/changing area

available? Condition of locker room/changing area?

(1) # of students participating?

# of teachers/instructors?

(Ratio?)

(3) Sports/Activities played today:

(5) Equipment Used?

Condition/availability of equipment?

(6) What facilities were used?

Condition/availability of facilities?

P.E. Rating Assessment

Rating Scale Dimension Rating 1 = Unsatisfactory (1) Ratio / Engagement 2 = Improvement Needed

3 = Meets Expectations (2) Availability of P.E. classes

4= Exceeds Expectations 5 = Exceptional (3) Variety of Sports

(4) Locker Room Conditions

(5) Equipment

(condition/availability)

(6) Facilities


Overall Average Rating:

Richmond Public Schools

School Name:

Physical Education and Sports Assessment 2013

Date:

After School Activity Overview:

(1) Avg. Ratio of Teachers to Students? Engagement/involvement?

(2) Grade levels that participate? Mandatory? Requirements to participate?

# of students in each sport by gender?

(2) How often do students participate in *ASA? Per week? Duration of activity?

(2) How many ASAs occur per day?

(3) Sports/Activities played during ASA?

During which seasons/time of year?

After School Activity Observations (4) Locker room/changing area

available? Condition of locker room/changing area?

(1) # of students participating? # of teachers/instructors?

(3) Sports/Activities played today:

(5) Equipment Used? Condition/Availability of equipment?

(6) What facilities were used?

Condition/availability of facilities?

*ASA = After School Activity

ASA Rating Assessment

Rating Scale Dimension Rating 1 = Unsatisfactory (1) Ratio / Engagement 2 = Improvement Needed 3 = Meets Expectations (2) Availability of ASA 4= Exceeds Expectations 5 = Exceptional (3) Variety of Sports

(4) Locker Room Conditions

(5) Equipment


(6) Facilities


Overall Average Rating:

richmond public schools physical education, after school

Documents