1. Amanda Studer

2.  “the goal of physical education is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity” (National Association for Sport and Physical Education, 2012).

3.  Longer lifespan  Better quality of life  Reduced risk of disease Bailey, 2006 p. 398 Quality physical education programs can contribute to students’ regular participation in physical activity and can increase student participation in moderate to vigorous physical activity (National Association for Sport and Physical Education, 2012).

4.  Diseases associated with physical inactivity  Obesity  Heart disease  Diabetes  High blood pressure  Poor bone health Bailey, 2006 p. 398  Youth risk of sedentary lifestyles  Significant increase in children diagnosed with these diseases  The number of obese 6-11 year olds has trippled over the past 20 years Hall, Little, Heirdon, 2011 p. 43

5.  Basic movement skills are the foundation of almost all later sporting and physical activities (Bailey, 2006 p. 398)  As students move through the program: challenging skills and concepts are introduced and practiced Variety of skills  Health-related behaviors learned in childhood are often maintained into adulthood (Pate, O’Neil, McIver, 2011 p. 27).

6.  Physical activity vs. Fitness  Positive health benefits associated with participation in physical education produces immediate observable results (Bailey, 2006 p. 399)  overweight females at the elementary level are reported of losing 0.3 kg/m2 per additional hour of physical education (Pate, O’Neil, McIver, 2011 p. 26 ). In fact, lower BMI was associated with high physical activity time during physical education.”  National Longitudinal Study of Adolescent Health reported that students who participated in physical education as few as one day per week, were 1.44 times more likely to achieve the highest level of moderate to vigorous physical activity, when compared to students who did not participate in physical education (Pate, O’Neil, McIver, 2011 p. 23).  A similar study focused on seven elementary schools in Australia; the research group received 1.25 hours of vigorous physical activity while the control group received 30 minutes per week. Results indicated the group of students with the larger amount of physical education time displayed an increase in cardiovascular fitness and a decrease in skinfold measurement totals (Pate, O’Neil, McIver, 2011 p. 27).

7.  Older children are less active than younger children  Students who have more confidence in their physical abilities will be more active  Students who perceive the benefits of physical activity as positive will be more active  Girls become significantly less active than boys  Appearance  Judgments  Attitudes  Quality physical education programs prepare teachers to deal with these problems in attempt to keep all students engaged and active

8.  New challenges  Variety of activities  Allows students to engage in a healthy lifestyle by participating in an activity that they enjoy (National Association for Sport and Physical Education, 2012).  Importance of a healthy lifestyle  a HABITS study that followed the physical activity levels of a group of 8 th to 12 th graders. The same group was surveyed five years later and results indicated that for each day per week of participation in physical education, the odds of those individuals acquiring health-related diseases decreased by 5% (Pate, O’Neil, McIver, 2011 p. 32).

9.  Our program is not designed to breed elite athletes  Instead, we provide the tools for success and enjoyment through physical activity

10.  A quality P.E. program implements a comprehensive K-12 Curriculum. This curriculum promotes physical activity when:  Fundamental movement skills form the foundation for lifelong physical activity  Skills are practiced, developed, and enhanced continuously to promote competency  Previously learned skills are combined, new skills are introduced, and/or applied in modified games

11.  Skill development through practice breeds competency  Competency in a variety of skills breeds feelings of success for students  Success breed enjoyment  Enjoyment leads to the desire and choice to participate in lifelong physical activities

12.  Bailey, R. (2006). Physical education and sport in schools: a review of benefits and outcomes. Journal Of School Health, 76(8), 397-401.  Hall, T. J., Little, S., & Heirdon, B.D. (2011). Preparing classroom teachers to meet students’ physical activity needs. JOPERD, 82(3), 40-45.  National Association for Sport and Physical Education. (2012). comprehensive school physical activity  Programs. Retrieved from http://www.aahperd.org/naspe/standards/upload/C omprehensive-School-Physical-Activity-Programs2- 2008.pdf http://www.aahperd.org/naspe/standards/upload/C omprehensive-School-Physical-Activity-Programs2- 2008.pdf  Pate, R. R., O'Neill, J. R., & Mclver, K. L. (2011). Physical activity and health: does physical education matter? Quest (00336297), 63(1), 19-35.