1. Implementing a Comprehensive School Physical Activity Program

2. Let’s Move in School
The American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) supports the goal of First Lady Michelle Obama’s Let’s Move! Campaign
Pledges to give teachers, principals, superintendents, school boards, and parents the support they need to help our students to become more physically educated and active in school

3. Let’s Move in School Goal
To ensure that every school provides a comprehensive school physical activity program with quality physical education as the foundation so that youth will develop the knowledge, skills and confidence to be physically active for a lifetime

4. What is a CSPAP?
Comprehensive School Physical Activity Program (CSPAP)
School districts and schools utilize all opportunities for school-based physical activity
Develop physically educated students who participate in the nationally-recommended 60+ minutes of physical activity each day
Develop the knowledge, skills, and confidence to be physically active for a lifetime 

5. What is a comprehensive school physical activity program?
A model for schools to adopt that will help provide all students (regardless of ability) with maximum opportunities to engage in physical activity and enhance the quality of physical education.

6. CSPAP Goals
Enable all students to participate in at least 60 minutes of moderate-to-vigorous physical activity each day
Provide coordination among the CSPAP components to maximize knowledge and skills learned in physical education so that all students will be fully physically educated and well-equipped for a lifetime of physical activity

7. Why Implement a CSPAP?
Evidence shows that physically active students have better learning readiness, attention, fewer behavior issues, and ultimately better academic outcomes.
(CDC. The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010.)
Children and adolescents need 60 minutes or more of physical activity each day.
(CDC. Physical Activity for Everyone;
Approximately 17% (or 12.5 million) of children and adolescents aged 2-19 years are obese.
(From: data from the National Health and Examination Survey (NHANES).)
They are more likely than youth of normal weight to become overweight or obese adults.
(From: citation: U.S. Surgeon General. Overweight and Obesity: Health Consequences.
Rockville: MD; 2001.)

8. Obesity Trends* Among U.S. Adults BRFSS, 1990, 1999, 2009
(*BMI 30, or about 30 lbs. overweight for 5’4” person)
1990
1999
2009
No Data <10% %–14% %–19% %–24% %–29% ≥30%

9. How Active Should They Be?
How Much Movement?
NASPE Guidelines for Children
How Active Should They Be?

10. Physical Activity Guidelines for Children Ages 5 – 12
Children should accumulate at least 60 minutes, and up to several hours, of age-appropriate physical activity on all, or most days of the week.
Children should participate in several bouts of physical activity lasting 15 minutes or more each day.

11. NASPE Guidelines continued. . . .
3. Children should participate each day in a variety of age-appropriate physical activities designed to achieve optimal health, wellness, fitness, and performance benefits.
4. Extended periods (periods of two hours or more) of inactivity are discouraged for children, especially during the daytime hours. 11

12. Development of the Whole Child
The Importance of
Physical Activity

13. Reasons for Movement The shape of our nation
Movement enhances learning
Development of the whole child

14. Academic Research Overview
Poor nutrition and lack of physical activity result in:
increased absenteeism;
low energy;
low self-esteem;
difficulty concentrating; and
lower academic achievement.
1. (Action for Healthy Kids, 2004)
2. Grissom, J. B. (2005). Physical fitness and academic achievement. Journal of Exercise Physiology, 8(1),
3. Ratey, J. (2008). Spark: The revolutionary new science of exercise and the brain.

15. Academic Research Overview
Centers for Disease Control and Prevention (CDC) Review of Research Findings
50 studies reviewed
A total of 251 associations between physical activity and academic performance were tested
More than half (50.5%) of all associations tested were positive
Only 4 (1.5%) of all associations tested were negative
Full report of methods and results:

16. Breaking Down the CSPAP Components

17. Physical Education
Implement a standards-based curriculum that includes a clear scope and sequence
Identify clear objectives (i.e., psychomotor, cognitive, and affective) for each physical education lesson
Provide instruction in a wide variety of skills related to sport, lifetime activities, and fitness

18. Physical Activity During the School Day
Include a healthy living tip or quote as part of each morning’s announcements
Provide short physical activity breaks during long stretches of seated instruction
Provide all secondary school students with drop-in recess activities so they can be active during their lunch or free periods

19. Physical Activity Before and After School
Create safe opportunities for students to walk and bike to school in collaboration with parents and community organizations
Open and supervise physical activity facilities for staff and student use before and after school
Organize physical activity clubs and intramural sports to encourage physical activity participation by students of all abilities

20. Staff Involvement
Conduct a staff needs assessment to identify health-related needs and work with local organizations to address those needs
Hold walk and talk meetings with colleagues
Provide staff professional development on creating opportunities for physical activity in the classroom

21. Family and Community Involvement
Include physical education and physical activity information on the school website and in each school newsletter
Invite community participation in special events
Teach students how to use community physical activity resources

22. Question
Is your school district already implementing or supporting any of the CSPAP components?

23. How Can We Get Started?
Begin by looking at the CSPAP model and asking:
“Are we allowing students every opportunity to be physically active from the moment they walk in the door to the moment they leave the building?”

24. Comprehensive School-Based Physical Activity Program
Commitment from School Personnel

25. Comprehensive School-Based Physical Activity Program
Coordinated effort requiring in- and out-of-school programming
Stakeholders
Administrator(s)
Physical Education Teacher(s)
Classroom Teachers
School Nurse
Community Leaders
Parents
Students

26. How Do We Keep Going?
Recognize that it will take time to implement a CSPAP
Engage partners and supporters
Take one step at a time
Celebrate your successes!

27. PE vs. PA
Physical Education - the instructional program designed to teach national and state standards and to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of physical activity Physical Activity - bodily movement that substantially increases energy expenditure

28. Quality Physical Education
Provides:
Learning opportunities
Appropriate instruction
Meaningful and challenging content
Student and program assessment
Improves:
Physical skills and abilities
Physical fitness
Readiness and enthusiasm for learning
Academic performance
Mental alertness
Overall health

29. Opportunity to Learn All students required to take physical education
Instructional periods total 150 minutes per week (elementary) and 225 minutes per week (secondary)
Physical education class size consistent with that of other subject areas
Qualified physical education specialist and adapted physical education specialist provides a developmentally appropriate program
Adequate and safe equipment and facilities

30. Meaningful Content Written, sequential curriculum for grades
P-12, based on state or national standards
Instruction in a variety of motor skills designed to enhance the physical, mental, and social/emotional development of every child
Fitness education and assessment to help children understand, improve and/or maintain physical well-being

31. Meaningful Content
Development of cognitive concepts about motor skill and fitness
Opportunities to improve emerging and cooperative skills and gain a multi-cultural perspective
Promotion of regular amounts of appropriate physical activity now and throughout life

32. Appropriate Instruction
Full inclusion of all students
Maximum practice opportunities for class activities
Well-designed lessons that facilitate student learning
Out of school assignments that support learning and practice
Physical activity not assigned as or withheld as punishment
Regular assessment to monitor and reinforce student learning
© 2011 Sandy "Spin" Slade, Inc. Skillastics®

33. Student and Program Assessment
Assessment is an on-going, vital part of the program
Formative and summative assessment of student progress
Student assessments aligned with state/national physical education standards and the curriculum
Assessment of program elements that support quality physical education
Stakeholders periodically evaluate the total physical education program effectiveness

34. Why is QPE Important? Helps all students develop:
Health-related fitness
Physical competence
Cognitive understanding
Positive attitudes about physical activity so they can adopt healthy and physically active lifestyles

35. Physical Activity During School

36. Physical Activity During School
Recess
Classroom-based physical activity breaks
Physical activity integrated into classroom lessons
Drop-in physical activity opportunities

37. Recess

38. What is Recess?
Recess is unstructured but purposeful break time during the school day that allows kids to engage in physical activity and social development
All children should engage in at least one daily period of recess for at least minutes per period

39. Scheduling and Planning Recess
Recess should be outdoors if weather is above freezing. If inclement weather prevents recess, indoor movement and social breaks should be the replacement
Recess is not scheduled immediately before or after physical education class
Recess does not interfere with physical education classes that are taking place in a common environment

40. Supervision at Recess Recess should be properly supervised by adults
Adults should intervene only when a child’s physical or emotional safety is an issue

41. Promoting Physical Activity at Recess
Adequate, safe, and developmentally appropriate equipment is provided for students to engage in enjoyable physical activity (balls, ropes, etc.)
Adequate, safe spaces and facilities are provided for all students to be physically active at the same time

42. Promote Physical Activity at Recess
Teach low organization games children can play on their own
Four Square
Hopscotch
Different versions of Kickball
Horse, Around the World, etc.
Wall Ball, Tetherball, etc.
Tag games
Long Rope Jumping Challenges
Short Rope Jumping Challenges
Recess Activities of the Week (RAW)

43. Promoting Physical Activity at Recess
Recess is not viewed as a reward but as a necessary educational support component for all children
Students should not be denied recess so they can complete class work or as a means of punishment

44. Recess At least 20 minutes per day for all elementary students
Do not withhold recess for disciplinary reasons
Variety of equipment
Active supervision
Peaceful Playgrounds

45. Classroom-based PA breaks
Start the day with an all-school “Wake-up/Warm-up” activity
Provide short 5-10 minute physical activity breaks during long stretches of seated instruction
Take students outside for a walk before a test
Skillastics®

46. PA Integrated into Classroom Instruction
Provide kinesthetic learning opportunities – building, experiencing, touching, collecting, etc.
Create lessons that require students to stand or move in the classroom
Energy Balance 101

47. Drop-in Physical Activity
Provide secondary students with drop-in recess activities so they can be active during lunch and free periods
Provide physical activity themed assemblies
© 2011 Sandy "Spin" Slade, Inc. Skillastics®

48. Resources Peaceful Playgrounds www.peacefulplaygrounds.com
Skillastics®
Energy Balance 101
Integrating Physical Activity into the Complete School Day
Brain Breaks
Maximizing Recess Physical Activity
JAMmin’ Minutes

49. Staff Involvement

50. Staff Involvement Staff wellness program Professional development
Physical activity opportunities with students

51. Staff Wellness Program
Physical activity opportunities for staff
Nutrition education
Conduct a staff needs assessment
Offer incentives

52. Professional Development
Brain breaks during staff meetings
Physical activity in the classroom training
Staff who supervise recess

53. Physical Activity Opportunities with Students
School-wide field day
5K run/walk event(s)
Active transport programs
Positive role models
Joint-use agreements

54. Sample Healthy Initiatives
Group Fitness Classes
Zumba
Pilates
Dance
Boot Camp
Physical Activity Teams
Weight Watchers
Weight and Blood Pressure Checks; CPR Training

55. Resources School employee wellness – http://www.schoolempwell.org/
Good Work! Resource Kit –
Healthy Arkansas Worksite Wellness Toolkit –
CDC Healthier Worksite Initiative –
Comprehensive Guide to Worksite Wellness –

56. Family and Community Involvement

57. Comprehensive School-Based Physical Activity Program
Physical Activity and the Community
Family game night
Share facilities
Nutrition and physical activity seminars
Newsletters, websites, s
Physical activity at home
Special initiatives
Summer camp
Local partnerships
Guest speakers
Fundraisers
Community outreach

58. Can We Implement a CSPAP?