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

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

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

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.

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

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)

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

Personal Meanings

• CSPAP and HOPE– Provides understanding and use of model

• Collaboration between coaches and P.E. teachers– Community support for being physically active

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?

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.