pet 735 w7 metzer hope
TRANSCRIPT
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Michael W. Metzler , Thomas L. McKenzie , Hans van der Mars , Shannon L. Barrett-Williams & Rebecca Ellis (2013)
Health Optimizing Physical Education (HOPE): A New Curriculum for School Programs—Part 1: Establishing the
Need and Describing the Model, Journal of Physical Education, Recreation & Dance.
Annie Machamer & Karl Zang
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Type of, purpose of study/paper, theoretical framework/background
• Type: Compilation of Literature that supports HOPE
• Purpose: to describe a version of a CSPAP called Health Optimizing Physical Education (HOPE), including the need for HOPE, major learning outcomes, its theoretical foundation, and program content.
• “There is a growing consensus that the overall goal of physical education programs in P-12 schools should be to teach children and youths the knowledge, skills, and dispositions to lead an active, healthy lifestyle” (pg. 41).
• Teachers are unaware of what a CSPAP may look like and need education on models that can meet this
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Background and significance of study…what did it report to add?
• Goal: the HOPE curriculum model is used to help P-12 students acquire knowledge and skills for lifelong participation in physical activity for optimal health benefits.
• Review over – The evidence based need for HOPE– Theoretical foundation for hope– Program Strands in HOPE– How much HOPE is needed– Teacher Expertise and Collaboration for HOPE
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Evidence Based Needs• More and more evidence based research on children and youth needing
to be more active• More than one-third of adults and 17% of youth in the United States are obese, although
the prevalence remained stable between 2003-2004 and 2009-2010; no significant change for 2011-2012 (Ogden, Carroll, Kit, and Flegal, 2014).
• The two main goals for physical education to optimize health contributions were identified as (1) preparing youths for a lifetime of physical activity and (2) providing them with sufficient physical activity during physical education classes. (pg. 42)
• Additional time spent in physical activity spent under supervision of a trained person leads to improvement in skills, and improvement in skills lead to more involvement in physical activity.
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Theoretical Foundation• Multilevel physical activity intervention– Social ecological model
• P.E. teachers to actively engage in school policy decisions that effect physical activity and eating habits
• Entire school should be creating environment that promotes being physically active and eating healthy, not just P.E. department
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Findings/Main arguments• Increased amounts of physical activity is needed in
elementary and secondary school aged children
• Adults and the community as a whole need to encourage children to be more physically active
• “There is substantial evidence to suggest that physical activity can affect cognitive skills, attitudes, and academic behavior, as well as help improve academic achievement; and that increasing or maintaining physical education time does not adversely affect academic performance.” (p. 43)
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Conclusions/implications for practice and/or future research
• Support from outside the P.E. Department to reach full potential– School administrators– Other teachers– Parents
• P.E. Teachers need collaborative skills
• Properly executed -> higher chance of increasing students physical activity and health for lifelong participation
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Personal Meanings
• CSPAP and HOPE– Provides understanding and use of model
• Collaboration between coaches and P.E. teachers– Community support for being physically active
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Questions?
• What strands of HOPE would you implement first?
• Best way to collaborate with non-P.E. teachers?
• How would you advocate to the community the need for CSPAP and HOPE?
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Other References
• Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014). Prevalence of childhood and adult obesity in the united states, 2011-2012. Journal of the American Medical Association, 311(8), 806-814.