As a follow-up, there has been some attention
in our local press about districts that do not meet the existing New York
state mandate for minutes in physical education. During the aforementioned
curriculum review process, we presented the facts to our district; unfortunately,
our findings were basically dismissed. Although our administration desires
to determine what options they have to meet this mandate (brain gym…),
our "best" option remains to increase PE time. Options like
brain gym have their documented benefits, but we feel that they do not
carry the aerobic benefits that would directly address the growing obesity
rates in our district and the country. More physical education time can
be accomplished in our elementary school now, with only minor renovations
to one wall in one of three buildings. Music and art instruction will
not be affected, and it would "cost" a classroom teacher about
five minutes per week of instructional time. It will also entail hiring
1.5 new teachers. That final note is a sticking point, and I will keep
you posted.
| National/NY State statistics |
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31% of youth (age 10-17) are overweight
(3) |
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NY State ranks 32nd out of 50 states in
% of overweight/obese children (from Annie E. Casey Foundation’s
KIDS COUNT State level data online system). |
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Trends in NY State (8) |
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1985: 10% overweight |
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1991: 14% overweight |
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1997: 19% overweight |
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2003: 24% overweight |
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Nationally, 27% of kids (ages 5-10) have
1 or more risk factor for CVD |
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7% of these kids have 2 or more risk factors
for CVD |
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% of overweight kids (ages 5-10) with 1
or more risk factor for CVD = 61% |
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% of overweight kids (ages 5-10) with 2
or more risk factor for CVD = 27% |
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Adults surveyed in NYS reported no physical
activity each day = 30% |
| |
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Entire generation doesn’t value physical
activity |
| Metabolic rate while watching TV is equal
to when you are sleeping |
| |
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| District Statistics (K-4)
|
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Boys that are "at risk for being overweight"
= 30% based on BMI scores |
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Girls "at risk for becoming overweight"
= 21% based on BMI scores |
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Elementary fitness scores do show improvement
from fall to spring in each grade, with few exceptions. |
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However, they regress from spring to the
following fall, sometimes to a level below where they were the previous
fall. |
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| Therefore |
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Move to increase time spent on physical
education (Daily K-3; 3x's/week 4-12) to meet pre-existing NYS mandate
that has been on the books since the mid 1970s because: |
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Fitness levels of students have a direct
impact on students' ability to achieve academically. (9) (17) |
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Higher achievement is associated with higher
fitness scores. (11) (13) (16) (17) |
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Those who perceive themselves as better
academic achievers are more frequent participants with stronger motivation
in physical activities. (14) |
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The more levels of fitness that are achieved
(aerobic endurance, muscular endurance…) the greater the gains
are in academic achievement. (9) |
| |
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There is a "significant linear relationship"
between overall fitness and grade level reading scores. (9) |
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The California Superintendent of Public
Instruction pointed to physical education as a primary means to promote
physical fitness. (9) |
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Taking time away from PE and giving it to
"academics" does not result in more "academic"
learning. (1) (2) (12) |
| |
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Adding to physical education time enhances
"academic" performance. (1) (2) (13) (15) |
| |
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A reduction in minutes/week in "academic"
time that’s used to increase physical education time led to
higher academic scores. (1) (2) (12) (15) |
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Scores in reading, math and writing have
been shown to improve when fitness scores rise. (5) (13) |
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This is greater for girls than boys. |
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These benefits were also associated with
pre-adolescent children. (7) |
| |
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Aerobic fitness appears to enhance cognitive
processing, related to the allocation of attention and working memory
in pre-adolescent children. (7) (14) |
| |
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There is a positive relationship between
physical activity and cognition, or academic achievement in school
age children. (7) (9) (14) (15) |
| |
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These improvements may relate to more efficient
behavior. (10) (13) |
| |
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High fit pre-adolescent children actually
use more of their brain to solve tasks than low fit children. (10)
|
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Their responses were quicker and more accurate.
(10) |
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Research at the University of Illinois shows that exercise
actually increases the number of brain cells in adults. |
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A child's "timing," the ability
to feel and express a steady beat, is positively related to their
overall school achievement, as well as their math and reading achievement.
Timing is also positively related to a child's ability to pay attention.
(17) |
| |
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24% of the curriculum at the elementary
level (K-2) is spent on rhythmic activities that already play to this
relationship. |
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In 2001, the US Surgeon General issued
a "call to action" to decrease and prevent overweight and
obesity. |
| |
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Daily quality physical education was included
in this for all school grades. |
| |
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From the American School Board Journal
(March 2006), there is an association between grades and fitness levels.
(10) |
| |
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They urged schools to re-think their physical
education programs. |
| |
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Think of them not as "extra,"
but as a vital part of their students' success. |
| |
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Regular participation in sport and other
physical activity does not threaten academic achievement. (14) |
| |
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Daily physical education can be introduced
when a child enters primary school without compromising academic achievement
(15) |
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|
| 1. |
Sallis, J.F., McKenzie, J.E., Kolody, B.,
Lewis, M., Marshall, S., and Rosengard, P., (1994), Effects of health-related
physical education on academic achievement, Project SPARK, Research
Quarterly for Exercise and Sport, 70(2), 127-134. |
| 2. |
Shephard, Lavelle, Volle, LaBarge and Beaucage,
1994, Academic Skills and Required Physical Education, The Trois Riviers
Experience, CAHPER Research Supplement 1(1), 1-12. |
| 3. |
Center for Disease Control and Prevention,
(2005). Physical Activity and the Health of Young People, Retrieved
June 19, 2006 from www.cdc.gov/healthyyouth/physicalactivity/pdf/facts.pdf
|
| 4. |
Pate, R.R., Corbin, C.B., Simons-Morton,
B.G., and Ross, J.G., (1997). Physical Education and Its Role in School
Health Promotion. Journal of School Health, 57(10), 445-450.
|
| 5. |
Grissom, J.B., 2005, Physical Fitness and
Academic Achievement. Journal of Exercise Physiology, 8(0),
11-25. |
| 6. |
Etnier, J.L., Cognitive Processes, Fitness
and Motor Competency in Children. |
| 7. |
Sibley and Etnier, 2003, The Relationship
Between Physical Activity and Cognition in Children, A Meta Analysis.
Pediatric Exercise Science 15, 243-256. |
| 8. |
Freedman et al, 1999, Pediatrics,
103:1175-1182. |
| 9. |
A Study of the Relationship Between Physical
Fitness and Academic Achievement in California, 2005, California Department
of Education. |
| 10. |
Hillman, C. H., Castelli, D. M., and Buck,
S. M. Aerobic Fitness and Neurocognitive Function in Healthy Preadolescent
Children. Medical Science Sports & Exercise, Vol. 37.
No. 11, pp. 1-8, 2005. |
| 11. |
Padulka Coe, J.M., Pivarnik, J.M., Reeves,
M.J., Malina, R.M., (2006) Effect of Physical Education and activity
Levels on Academic Achievement in Children, Med. Sci. Sports Exerc.
Vol 38, No. 8 pp.1515-1519. |
| 12. |
Dwyer, T., Coonan, Leitch, D., Hetzel,
B, & Baghurst, R. (1983). An Investigation of the Effects of Daily
Physical Activity on the Health of Primary School Students in South
Australia. International Journal of Epidemiologists, 12(3),
308-313. |
| 13. |
Symons, C. W., Cinelli, B., James, T. C.,
Groff, P., Bridging Student Health Risks and Academic Achievement
through Comprehensive School Health Programs. (Review), Journal
of School Health, 1997, 67:220-227. |
| 14. |
Linder, K.J. (1999), Sport Participation
and Perceived Academic Performance of School Children and Youth. Pediatric
Exercise Science, 11, 129-144. |
| 15. |
Shephard, R., J., Curricular Physical Activity
and Academic Performance, Pediatric Exercise Science, 1997,
9: 113-126. |
| 16. |
Sibley, B. A., Etenier, J. L., (2003). The
Effects of Physical Activity on Cognition in Children: A Meta-Analysis.
Pediatric Exercise Science. 15(3): pp. 243-256. |
| 17. |
Kuhlman, K., and Lawrence, S. J., Timing
and Child Development. High/Scope Educational Research Foundation,
1999. |
