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SECTION 3 — PHYSICAL EDUCATION
Definition hysical education is a planned, sequential PK-12 curriculum that provides cognitive content and learning experiences in a variety of activity areas such as basic movement skills; physical fitness; rhythms and dance; games; team, dual, and individual sports; tumbling and gymnastics; and aquatics. Quality physical education should promote, through a variety of planned physical activities, each student's optimum physical, mental, emotional and social development, using a well-defined curriculum, and offering the best opportunity to teach all children the skills and knowledge needed to establish and sustain an active lifestyle. Certified, highly-qualified teachers teach physical education and assess student knowledge, motor and social skills, and provide instruction in a safe, supportive environment. A quality physical education program must provide learning opportunities, appropriate instruction, and meaningful, challenging content for all children. Appropriate instructional practices in physical education recognize children’s development and movement abilities (CDC, 2007).
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Physical activity is bodily movement of any type and may include recreational, fitness, and sport activities such as jumping rope, playing soccer and lifting weights, as well as daily activities such as walking to the store, taking the stairs or raking leaves. Health benefits similar to those received during a physical education class are possible during periods of physical activity when the participant is active at an intensity that increases heart rate and produces heavier than normal breathing (NASPE, 2002).
Guidelines for a Coordinated Approach to School Health 59
Both physical education and physical activity are necessary contributors to the development of healthy, active children. Although the terms are often used interchangeably, they differ in the important ways as described above. Physical education should not be compared to or confused with other physical activity experiences such as recess, intramurals or recreational endeavors.
Rationale
Promoting young people’s participation in physical activity is a critical national priority. Healthy People 2010 , the national health objectives for the decade, identifies physical activity as one of our nation’s leading health indicators (U.S. Department of Health and Human Services, 2000). Physical education plays a critical role in helping children learn necessary skills and develop confidence in their ability to be physically active. Appropriate practices guided by competent, knowledgeable and supportive adults influence the extent to which students choose to engage in activities, enjoy physical activity, and develop healthy lifestyles. Schools can help children and adolescents become more physically active and fit by providing age-appropriate, structured instruction and a wide range of accessible, safe and affordable opportunities to be active.
Physical activity can have a positive impact on academic achievement by creating an optimal learning condition for the brain. Studies suggest a connection between physical activity and increased levels of alertness, mental functioning and learning. Research also indicates that physical activity increases blood flow to the brain, allowing more oxygen and glucose to flow through the brain and releasing endorphins, which have a positive impact on mood. A recent California study found that students who did not routinely engage in physical activity and healthy eating habits had smaller gains in test scores than students who regularly engaged in a combination of physical activity and healthy eating (Hanson, 2003). Other research indicates that: schools that offer intense physical activity programs see positive effects on academic achievement (Symons et al., 1997); more opportunity for physical activity leads to increased test scores (Sallis et al., 1999); students participating in daily physical education exhibit better attendance, a more positive attitude toward school, and superior academic performance (NASPE/COPEC, 2001); moderate physical activity has a positive effect on immune function (President’s Council on Physical Fitness, 2001); higher achievement is associated with higher levels of fitness (California Department of Education, 2005); and a positive relationship exists between higher fitness levels and academic achievement in mathematics (California Department of Education, 2001).
“NASPE believes that every student from kindergarten through Grade 12 should have the opportunity to participate in quality comprehensive physical education. It is the unique role of quality physical education programs to develop the health-related fitness, physical competence, and cognitive understanding about physical activity for all students so that they can adopt healthy and physically active lifestyles. Quality physical education programs are important because they provide learning experiences that meet the developmental needs of youngsters, which help improve a child’s mental alertness, academic performance, readiness to learn and enthusiasm for learning.”
Source: National Association for Sport and Physical Education, 2004_. What Constitutes a Quality Physical Education Program? NASPE Sets the Standard: A Position Paper:_ http://www.aahperd.org/naspe/template.cfm?template=qualityPePrograms.html
60 Guidelines for a Coordinated Approach to School Health
This section presents policy recommendations, policy rationale, implementation strategies and resources for physical education.
Policy Recommendations hen children and adolescents do not have access to a wide range of safe and affordable opportunities to be active, they are unlikely to become physically active and fit. Their motivation to be active also depends on the degree to which they find their physical activity experiences to be enjoyable. Enjoyment of physical activity, in turn, will be influenced by the extent to which young people are taught the necessary skills; develop confidence in their physical abilities; are guided by competent, knowledgeable and supportive adults; can choose to engage in activities that are appealing to them; and are supported by cultural norms that make participation in physical activity desirable (Connecticut State Department of Education, 2006).
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Policy recommendations for physical education address the following nine areas.
- Quality standards-based sequential physical education. Physical education shall be sequential and standards-based, using national or state-developed standards.
- Daily physical education. All students in Grades PK-12, including students with disabilities, with special health-care needs, and in alternative educational settings, shall receive daily physical education for the entire school year.
- Certified teachers. A certified, highly-qualified physical education teacher shall teach all physical education.
- Daily recess. All elementary school students shall have at least 20 minutes a day of supervised recess, preferably outdoors, during which schools should encourage moderate to vigorous physical activity.
- Physical activity opportunities before and after school. All elementary, middle, and high schools shall offer extracurricular physical activity programs, such as physical activity clubs or intramural programs.
- Physical activity and punishment. Teachers and other school and community personnel shall not use physical activity or exercise (e.g., running laps and doing pushups) or withhold opportunities for physical activity (e.g., recess and physical education) as punishment.
- Safe routes to school. The district shall work with local public works, parks and recreation, public safety, and police departments to make it safer and easier for students to walk and bike to school.
- Use of school facilities outside of school hours. School spaces and facilities shall be available to students, staff, and community members before, during and after the school day, on weekends and during school vacations.
- Incorporating physical activity into the classroom. Students shall be provided with opportunities for physical activity in addition to physical education.
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Policy Rationale and Implementation Strategies
- Standards-based sequential physical education. Physical education shall be sequential and standards- based, using national or state-developed standards.
Standards specify what students should know and be able to do. The National Association for Sport and Physical Education (NASPE) recommends that quality, daily physical education that is developmentally and instructionally appropriate be available to all children. Quality physical education incorporates practices, derived from current research and documented teaching experiences, into a method of instruction that maximizes opportunities for learning and success. According to NASPE guidelines, a high quality physical education program is developed and led by qualified teachers and includes (1) opportunity to learn, (2) meaningful content, and (3) appropriate instruction. See “Components of a Quality Physical Education Program” on Page 64 and “An Overview of Connecticut’s Healthy and Balanced Living Curriculum Framework” on Page 33 of Section 1 Comprehensive School Health Education.
Implementation strategies include:
Refer to NASPE’s publication Appropriate Practices for Elementary School Physical Education
(2000) to identify appropriate instructional practices for physical education that recognizes children’s development and movement abilities.
Use nationally developed standards as set forth in NASPE’s Moving into the Future: National
Physical Education Standards: A Guide to Content and Assessment and Moving into the Future: National Physical Education Standards, 2 ndEdition and Connecticut’s Physical Education – A Guide to K-12 Program Development and Healthy and Balanced Living Curriculum Framework (see Resources at the end of this section).
Ensure that instruction is sequential, building from year to year.
Provide content that includes movement, personal fitness, and personal and social
responsibility.
Determine whether students are able to demonstrate competency through application of
knowledge, skill and practice.
Provide individualized instruction to meet the needs of children and adolescents whose abilities
and backgrounds vary.
Offer a variety of learning experiences in games, fitness, and sports.
Devote a high proportion of time to learning and skill practice.
Support varied learning styles.
Provide authentic and meaningful formative and overall assessment.
Include all children and adolescents in meaningful and challenging learning experiences.
Incorporate scientific principles and movement concepts into classroom instruction.
Offer children and adolescents systematic, specific feedback based on their acquisition of skills.
Do not use physical activity as punishment.
Engage in grouping practices that do not embarrass or discriminate against particular children
or adolescents.
Guidelines for a Coordinated Approach to School Health 63
2_. Daily physical education._ All students in Grades PK-12, including students with disabilities, with special health-care needs, and in alternative educational settings, shall receive daily physical education for the entire school year.
Implementation strategies include:
Provide elementary students with 150 minutes of physical education per week and middle and
high school students with 225 minutes per week.
Do not substitute student involvement in other activities involving physical activity (e.g.,
interscholastic or intramural sports) for meeting the physical education requirement.
Ensure that students spend at least 50 percent of physical education class time participating in
moderate to vigorous physical activity.
Physical Activity Guidelines for Children and Adolescents
NASPE’s physical activity guidelines for elementary school-aged children recommend the following:
Elementary school-aged children should accumulate at least 60 minutes of age-appropriate and
developmentally appropriate physical activity from a variety of activities on all, or most, days of the week.
An accumulation of more than 60 minutes, and up to several hours per day, of age-appropriate
and developmentally appropriate activity is encouraged.
Some of the child’s activity each day should be in periods lasting 15 minutes or more and
include moderate to vigorous activity. This activity will typically be intermittent in nature, involving alternating moderate to vigorous activity with brief periods of rest and recovery.
Children should not have extended periods of inactivity (two hours or more).
The International Consensus Conference on Physical Activity Guidelines for Adolescents recommends the following:
All adolescents should be physically active daily, or nearly every day, as part of play, games,
sports, work, transportation, recreation, physical education, or planned exercise in the context of family, school, and community activities.
Adolescents should engage in three or more sessions per week of activities that last 20 minutes
or more at a time and that require moderate to vigorous levels of exertion.
Guidelines for a Coordinated Approach to School Health 65
- Certified teachers. A certified, highly-qualified physical education teacher shall teach all physical education.
It is critical to have highly qualified physical education teachers delivering a standards-based curriculum that will assist children in adopting and maintaining healthy lifestyles. Highly qualified physical education teachers possess the skills and knowledge to facilitate improved teaching practices, strengthen the quality of physical education instruction, and empower students to achieve and maintain healthy, active lifestyles. At a minimum, physical education teachers will be qualified to teach by virtue of having completed an accredited physical education teacher education program.
Highly qualified physical education teachers possess the skills, knowledge, and values outlined in the NASPE National Standards for Beginning Physical Education Teachers (NASPE, 2003) and Connecticut’s Common Core of Teaching: Discipline-Based Professional Teaching Standards for Teachers of Physical Education and Foundational Skills and Competencies.
Highly qualified beginning physical education teachers will have completed a program of preparation that included substantial pedagogical and content knowledge bases, afforded many opportunities for pre-service participation in an array of field experiences where they interacted with veteran teachers and diverse students at all grade levels while seeing the application of classroom principles, and developed specific professional behaviors that facilitate student learning.
Highly qualified physical education teachers base their teaching on the Connecticut Healthy and Balanced Living Curriculum Framework (2006) and the National Standards for K-12 Physical Education (NASPE,
- in order to provide students a foundation of skills and knowledge that can apply to many activities so that students are willing, able, and interested in seeking a lifetime of physical activity. Highly qualified physical education teachers understand the importance of meeting the needs of all types of learners and will use the outcomes provided in the national standards to elicit ideas for a variety of instructional strategies to do so. By relating the national standards to developmentally appropriate physical activities, highly qualified teachers give a purpose to their curriculum and illustrate that physical education has meaningful, educational, and significant content.
Implementation strategies include:
Review Connecticut physical education certification regulations
(http://www.sde.ct.gov/sde/lib/sde/PDF/Cert/regulations/regulations1.pdf).
Review Connecticut’s Common Core of Teaching: Discipline-Based Professional Teaching Standards
for Teachers of Physical Education and Foundational Skills and Competencies (http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320862).
Review the NASPE National Standards for Beginning Physical Education Teachers
(http://www.aahperd.org/naspe/template.cfm?template=ns_beginning.html).
Establish a practice of hiring only certified teachers who are highly qualified to teach physical
education.
Establish a practice of supporting and providing discipline-specific professional development for
district physical educators.
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Encourage and facilitate periods of moderate physical activity while recognizing that recess
should provide opportunities for children to make choices.
Teach children positive skills for self-responsibility during recess.
Intervene when a child’s physical or emotional safety is an issue. Do not allow bullying or
aggressive behavior and enforce all safety rules.
Schedule recess before lunch as a strategy for increasing meal consumption and promoting
better behavior.
- Physical activity opportunities before and after school. All elementary, middle, and high schools shall offer extracurricular physical activity programs, such as physical activity clubs or intramural programs.
Physical activity programs help prepare children and adolescents for lifelong physical activity. Physical activity in school is important, but opportunities for children and adolescents to participate in regular physical activity should extend beyond the school day. There are two types of physical activity, lifestyle and structured (or systematic). Lifestyle physical activity consists of activities such as walking, climbing stairs, doing chores and playing. Structured physical activity consists of programs (e.g., sports and instructional programs in dance, gymnastics, swimming) designed to increase the quality or intensity of physical activity. Structured physical activity helps children and adolescents acquire muscle strength and endurance, flexibility and cardiovascular fitness, as well as obtain and maintain a healthy weight.
The way in which professionals present physical activity programs to children and adolescents can greatly influence their levels of participation. Thus, in addition to physical education teachers, it is important for all professionals who provide care that may include physical activity for children and adolescents to become familiar with the basics of physical education programs. Partnerships between and among schools, community groups and municipal agencies, such as youth networks and parks and recreation departments, can offer access to resources, programs and facilities beyond those that schools alone can provide.
Implementation strategies include:
Ensure that all schools—elementary, middle and high—offer extracurricular activities that
provide ample physical activity, and that high schools, and middle schools as appropriate, offer interscholastic sports programs.
Offer a range of activities that meet the needs, interests and abilities of all students, including
boys, girls, students with physical and cognitive disabilities, and students with special health care needs.
Ensure that after-school, childcare and enrichment programs provide and encourage—verbally
and through the provision of space, equipment and activities—daily periods of moderate to vigorous physical activity for all participants.
Encourage school personnel to work closely with parks and recreation departments and other
community organizations to extend access to structure, support and implementation of programs that offer additional opportunities for physical activity.
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Physical Education
Guidelines for a Coordinated Approach to School Health 69
Physical Education
Guidelines for a Coordinated Approach to School Health 69 Connecticut State Department of Education ● July 2007
Characteristics of Quality ExtracurricularCharacteristics of Quality Extracurricular
Physical Activity Programs for Children or AdolescentsPhysical Activity Programs for Children or Adolescents
PhilosophyPhilosophy
The program has a written philosophy or mission statement that incorporates skill
development, educational focus, fair play, and enjoyment.
The program has a written philosophy or mission statement that incorporates skill
development, educational focus, fair play, and enjoyment.
Fun is a priority.Fun is a priority.
Performance and success are based on developmentally and age-appropriate standards.Performance and success are based on developmentally and age-appropriate standards.
Fair play, teamwork and good sportsmanship are taught and reinforced.Fair play, teamwork and good sportsmanship are taught and reinforced.
Administration and OrganizationAdministration and Organization
There are published guidelines for child, adolescent, parent, coach and spectator involvement.There are published guidelines for child, adolescent, parent, coach and spectator involvement.
Coaches are carefully selected and trained, undergo a background check, meet certification
requirements, and are monitored by qualified administrators. Coaches who do not meet certification requirements are provided with additional training or are removed.
Coaches are carefully selected and trained, undergo a background check, meet certification
requirements, and are monitored by qualified administrators. Coaches who do not meet certification requirements are provided with additional training or are removed.
Sufficient and appropriate safety equipment is available for all program participants.Sufficient and appropriate safety equipment is available for all program participants.
All aspects of children’s and adolescents’ growth and development (e.g., size, emotional
development, skill level) are considered when practice groups or teams are selected.
All aspects of children’s and adolescents’ growth and development (e.g., size, emotional
development, skill level) are considered when practice groups or teams are selected.
SafetySafety
Facilities are clean.Facilities are clean.
Equipment and practice and competition areas are safe and in good condition; regular
inspections are conducted, and maintenance and replacement policies are enforced.
Equipment and practice and competition areas are safe and in good condition; regular
inspections are conducted, and maintenance and replacement policies are enforced.
Appropriate safety equipment (e.g., mats, helmets, and wrist, elbow and knee guards) is
provided.
Appropriate safety equipment (e.g., mats, helmets, and wrist, elbow and knee guards) is
provided.
Coaches and staff are trained in injury prevention, first aid, cardiopulmonary resuscitation
(CPR), and automatic emergency defibrillator (AED).
Coaches and staff are trained in injury prevention, first aid, cardiopulmonary resuscitation
(CPR), and automatic emergency defibrillator (AED).
The ratio of coaches and staff to children and adolescents is appropriate. The ratio allows for
adequate instruction and supervision and ensures safety at all times. (Ratios vary depending on the physical activity and on the age and skill levels of children and adolescents.)
The ratio of coaches and staff to children and adolescents is appropriate. The ratio allows for
adequate instruction and supervision and ensures safety at all times. (Ratios vary depending on the physical activity and on the age and skill levels of children and adolescents.)
Child’s or Adolescent’s Readiness to ParticipateChild’s or Adolescent’s Readiness to Participate
The group or team's interest level, desire to have fun, skill level and emotional development
match those of the child or adolescent.
The group or team's interest level, desire to have fun, skill level and emotional development
match those of the child or adolescent.
The program’s level of intensity and competitiveness matches the child’s or adolescent’s
needs.
The program’s level of intensity and competitiveness matches the child’s or adolescent’s
needs.
All children and adolescents are treated with respect and are given meaningful opportunities
to learn skills and participate fully.
All children and adolescents are treated with respect and are given meaningful opportunities
to learn skills and participate fully.
Source: Characteristics of Excellent Physical Activity Programs for Children and Adolescents, 2001. National Center for Education in Maternal and Child Health, Georgetown University: http://www.brightfutures.org/physicalactivity/tools/d.html
Source: Characteristics of Excellent Physical Activity Programs for Children and Adolescents, 2001. National Center for Education in Maternal and Child Health, Georgetown University: http://www.brightfutures.org/physicalactivity/tools/d.html
Connecticut State Department of Education ● July 2007
- Safe routes to school. The district shall work with local public works, parks and recreation, public safety and police departments to make it safer and easier for students to walk and bike to school.
Implementation strategies include:
Explore the availability of federal “safe routes to school” funds, administered by the State
Department of Transportation, to finance improvements.
Establishing a walking club.
Initiate a community “walking school bus”(http://www.walkingbus.org/).
Organize neighborhood watch groups or cooperatives to take turns walking children to the bus
stop or to school.
Several websites contain additional ideas, strategies and resources. These include:
Pedestrian and Bicycle Information Center. A clearinghouse for information and resources
regarding pedestrian and bicycle issues (http://www.bicyclinginfo.org and http://www.walkinginfo.org).
Safe Routes to School Programs. Tips to improve the health of kids and the community by making
walking and bicycling to school safer, easier, and more enjoyable (http://www.saferoutesinfo.org/).
International Walk to School Week. Information about a worldwide program to promote physical
activity (http://www.walktoschool-usa.org/).
Guidelines for a Coordinated Approach to School Health 71
- Use of school facilities outside of school hours. School spaces and facilities shall be available to students, staff and community members before, during and after the school day, on weekends and during school vacations.
Schools that function as centers of their communities must be accessible to the people who can benefit from them. Well-planned school facilities can address the specific needs of diverse community members as well as support the teaching and learning process. Recommendations to increase physical activity in communities include the creation or enhancement of access to places for physical activity combined with informational outreach activities. This approach aims to change the local environment by creating opportunities for physical activity. Such interventions are highly effective in increasing physical activity and improving physical fitness among children and adults. Adequate facilities and equipment are critical to support the success of physical activity programs. Programs may be modified and adapted to meet the budget and space available.
Implementation strategies include:
Ensure that facilities meet the needs, interests and number of participants.
Ensure that the amount of equipment, depending on the program, meets the needs of
participants so that programs can serve the maximum number of participants under established safety standards.
Ensure that safety standards are considered and met for each activity in the program.
Repair or discard damaged equipment.
Modify equipment according to age, size and physical ability of the participants.
Conduct regular inspections to ensure safety for all activities.
Create or enhance access to places for physical activity by building trails or facilities and by
reducing barriers (e.g., reducing fees or changing operating hours).
Make spaces and facilities available to community agencies and organizations offering physical
activity and nutrition programs.
Ensure that school policies concerning safety apply at all times and that users are aware of the
policies. Policies should include procedures for injury prevention, management and reporting of injury situations, and notification of parents or guardians in the event of an emergency.
Model policies for use of schools as centers of community activities can be found in the following resources:
Recommended Policies for Public School Facilities: http://www.21csf.org/csf-
home/publications/modelpolicies/PlanningSectionMay2005.pdf
Recommendations to Increase Physical Activity (National Guideline Clearinghouse):
http://www.guideline.gov/search/searchresults.aspx?Type=3&txtSearch=physical+activity&n um=
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Physical Activity Breaks
The ideas below demonstrate how easily one can incorporate physical activity into the classroom. Even 10-minute periods of physical activity can enhance learning. All the ideas can be adjusted for developmental appropriateness.
Math
Have students measure their jumping skills by measuring the distance covered when jumping,
leaping and hopping.
Call out a math problem. If the answer is less than 20, have students give their answer in
jumping jacks or other gross motor movements.
Have students calculate and graph their resting heart rate and elevated heart rate.
Science
Test the shapes of movement equipment and analyze why they are shaped as they are.
Take nature walks.
Language Arts
Ask students to record in their journals the amount of time they spend watching television
and being physically active, and which activities they enjoyed the most.
Read health-related books to students as a reward.
Spelling
Host a spelling bee with a physical activity theme. Ask students to act out verbs such as skip,
hop and jump.
Have students spell health-related words using their bodies to form letters.
Geography
Rhythmic Activity: “Body Mind Map” uses the body as a model of the globe. North Pole:
touch head, South Pole: touch toes, Equator: hands around waist, America: Left hand, Europe: nose, etc.
Have students research and demonstrate physical activities done in other countries.
Source: Action Guide for School Nutrition and Physical Activity Policies , Connecticut State Department of Education, 2006: http://www.state.ct.us/sde/deps/Student/NutritionEd/index.htm#Action
Legislation Pertaining to Physical Education and Physical Activity
Connecticut General Statutes Section 10-221a. High school graduation requirements. Diplomas for veterans of World War II. (a) For classes graduating from 1988 to 2003, inclusive, no local or regional board of education shall permit any student to graduate from high school or grant a diploma to any student who has not satisfactorily completed a minimum of twenty credits, not fewer than four of which shall be in English, not fewer than three in mathematics, not fewer than three in social studies, not fewer than two in science, not fewer than one in the arts or vocational education and not fewer than one in physical education.
(b) Commencing with classes graduating in 2004, and for each graduating class thereafter, no local or regional board of education shall permit any student to graduate from high school or grant a diploma to any student who has not satisfactorily completed a minimum of twenty credits, not fewer than four of which shall be in English, not fewer than three in mathematics, not fewer than three in social studies, including at least a one-half credit course on civics and American government, not fewer than two in science, not fewer than one in the arts or vocational education and not fewer than one in physical education.
(c) Any student who presents a certificate from a physician stating that, in the opinion of the physician, participation in physical education is medically contraindicated because of the physical condition of such student, shall be excused from the physical education requirement, provided the credit for physical education may be fulfilled by an elective.
(d) Determination of eligible credits shall be at the discretion of the local or regional board of education, provided the primary focus of the curriculum of eligible credits corresponds directly to the subject matter of the specified course requirements. The local or regional board of education may permit a student to graduate during a period of expulsion pursuant to section 10-233d, if the board determines the student has satisfactorily completed the necessary credits pursuant to this section. The requirements of this section shall apply to any student requiring special education pursuant to section 10-76a, except when the planning and placement team for such student determines the requirement not to be appropriate. For purposes of this section, a credit shall consist of not less than the equivalent of a forty- minute class period for each school day of a school year except for a credit or part of a credit toward high school graduation earned at an institution accredited by the Department of Higher Education or regionally accredited. http://www.cga.ct.gov/2007/pub/Chap170.htm#Sec10-221a.htm
Connecticut General Statutes Section 10-16b. Prescribed courses of study. (a) In the public schools the program of instruction offered shall include at least the following subject matter, as taught by legally qualified teachers, the arts; career education; consumer education; health and safety, including, but not limited to, human growth and development, nutrition, first aid, disease prevention, community and consumer health, physical, mental and emotional health, including youth suicide prevention, substance abuse prevention, safety, which may include the dangers of gang membership, and accident prevention; language arts, including reading, writing, grammar, speaking and spelling; mathematics; physical education; science; social studies, including, but not limited to, citizenship, economics, geography, government and history; and in addition, on at least the secondary level, one or more foreign languages and vocational education. For purposes of this subsection, language arts may
Guidelines for a Coordinated Approach to School Health 75
References
California Department of Education (2005). California physical fitness test: A study of the relationship between physical fitness and academic achievement in California using 2004 test results. Sacramento, CA: Author. http://www.cde.ca.gov/ta/tg/documents/2004pftresults.doc. Retrieved on January 5,
California Department of Education (2001). The relationship between physical fitness and academic achievement. 2001 PFT/SAT-9 Study. Sacramento, CA: Author.
Centers for Disease Control and Prevention (2007). Promoting better health: Strategies for school programs. http://www.cdc.gov/HealthyYouth/physicalactivity/promoting_health /strategies/school.htm. Retrieved on December 20, 2006.
Connecticut State Department of Education (2006). Action guide for school nutrition and physical activity policies. Hartford, CT: Connecticut State Department of Education. http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=320754#Action. Retrieved on December 20,
Hanson, T. (2003). Are student health risks and low resilience assets an impediment to the academic progress of schools? California Healthy Kids Survey Fact Sheet 3. Los Alamitos, CA: WestEd Publishers.
Middle and Secondary School Physical Education Council and NASPE (2002). Co-Curricular Physical Activity and Sport Programs for Middle School Students: A Position Paper of the National Association for Sport and Physical Education. http://www.aahperd.org/naspe/pdf_files/pos_papers/CoCurricular.pdf. Retrieved on November 21, 2006.
National Association for Sport and Physical Education (2002). Is It Physical Education or Physical Activity? Understanding the Difference. A position Paper. http://www.aahperd.org/naspe/ template.cfm?template=difference.html. Retrieved on November 21, 2006.
National Association for Sport and Physical Education/Council on Physical Education for Children (2001). Physical education is critical to a complete education: A position paper. Reston, VA. http://www.aahperd.org/naspe/pdf_files/pos_papers/pe_critical.pdf. Retrieved on November 21,
National Association for Sport and Physical Education/Council on Physical Education for Children ( 2004 ). What constitutes a quality physical education program? A position paper. Reston, VA. http://www.aahperd.org/naspe/template.cfm?template=qualityPePrograms.html. Retrieved on December 20, 2006.
National Center for Education in Maternal and Child Health (2001). Characteristics of excellent physical activity programs for children and adolescents. Washington, DC: Georgetown University. http://www.brightfutures.org/physicalactivity/tools/d.html. Retrieved on December 20, 2006.
President’s Council on Physical Fitness and Sport (2001). Does exercise alter immune function and respiratory infections? Research Digest, Series 3, No. 13_._
Sallis, J., et al (1999). Effects of health-related physical education on academic achievement: Project SPARK. Research Quarterly for Exercise and Sport , 70 (2): 127-134.
Symons, C., et al (1997). Bridging student health risks and academic achievement through comprehensive school health programs. Journal of School Health , 67 (6) : 220-227.
Guidelines for a Coordinated Approach to School Health 77
U.S. Department of Health and Human Services (2000). Healthy People 2010: Understanding and Improving Health and Objectives for Improving Health. 2 vols. 2nd Ed. Washington, DC: US Government Printing Office. http://www.healthypeople.gov/document/html/uih/contents.htm. Retrieved December 21, 2006.
Resources
Action for Healthy Kids : http://www.actionforhealthykids.org/about.php
Appropriate Practices for Elementary School Physical Education – A position statement of the National Association for Sport and Physical Education, 2000: http://www.aahperd.org/naspe/ peappropriatepractice/Appropriate%20Practices%20for%20ES%20PE.pdf
Appropriate Practices in Physical Education , National Association for Sport and Physical Education, 2004: http://www.aahperd.org/naspe/template.cfm?template=peappropriatepractice/index.html
CDC BAM! Body and Mind, Centers for Disease Control and Prevention: http://www.bam.gov
Characteristics of Excellent Physical Activity Programs for Children and Adolescents , National Center for Education in Maternal and Child Health, Georgetown University, 2001. http://www.brightfutures.org/physicalactivity/tools/d.html
Co-Curricular Physical Activity and Sport Programs for Middle School Students, a Position Paper from the Middle and Secondary School Physical Education Council and the National Association for Sport and Physical Education, 2002: http://www.aahperd.org/naspe/template.cfm?template=position- papers.html
Connecticut’s Common Core of Teaching: Discipline-Based Professional Teaching Standards for Teachers of Physical Education and Foundational Skills and Competencies, Connecticut State Department of Education: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=
Connecticut State Department of Education Coordinated School Health Partnerships: http://www.ct.gov/sde/healthyconneCTions
Eat Well and Keep Moving, Harvard School of Public Health: http://www.hsph.harvard.edu/nutritionsource/EWKM.html
Guidelines for After-School Physical Activity and Intramural Sport Programs, A Position Paper of the National Intramural Sports Council of The National Association for Sport and Physical Education, September, 2001: http://www.aahperd.org/naspe/pdf_files/pos_papers/intramural_guidelines.pdf
Guidelines for After-School Physical Activity Intramural and Sport Programs, National Association for Sport and Physical Education, 2005: http://www.aahperd.org/naspe/pdf_files/pos_papers/ intramural_guidelines.pdf
Guidelines for Facilities, Equipment and Instructional Materials in Elementary Education: A position paper from the National Association for Sport and Physical Education, Council on Physical education for Children, 2001: http://www.aahperd.org/NASPE/pdf_files/pos_papers/instructional_mat.pdf
Guidelines for School and Community Programs to Promote Lifelong Physical Activity Among Young People , Centers for Disease Control and Prevention, 1997: http://www.cdc.gov/HealthyYouth/ physicalactivity/guidelines/
78 Guidelines for a Coordinated Approach to School Health
