Graber, K. C., Woods, A. M., & Castelli, D. M. (2007). Chapter 1: Setting the stage -

research into physical activity relationships and children's progress toward achievement

of the national standards. Journal of Teaching in Physical Education, 26, 338-349.

Annie Machamer and Karl Zang

Type of, purpose of study/paper, theoretical framework/background

• Longitudinal quantitative study

• Social cogitative and self-determination theory– Environment effects behaviour– Motivation continuum (amotivation -> extrinsic ->

intrinsic)

• Examine NASPE standards – Attainability in elementary aged children (7-12)

Background and significance of study…what did it report to add?

• Physical Education suffered backlash from education community– Scapegoat for poor grades– ‘not academic’ enough

• Physical education a possible solution for childhood obesity– Keeps kids active during school day– one part of keeping kids physically active

• NASPE standards developed out of education reform– PE teachers had no nationally unifying curriculum – Still no national assessments for accountability

• It is a comprehensive effort to develop participation in PA– CSPAP

NASPE Standards

• Standard 1: Competence in motor skills and movement patterns needed to perform variety of physical activities

• Standard 2: Understanding of movement concepts, principals, strategies, and tactics as they apply to the learning and performance of physical activities

• Standard 3: Participates regularly in physical activity

NASPE Standards cont.

• Standard 4: Achieves and maintains a health-enhancing level of physical fitness

• Standard 5:Exhibits responsible personal and social behavior that respects self and others in physical activity settings

• Standard 6:Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Methods/Analysis

• Community summer PA program– 9 assessments over 4 years– 3 standards tested

• Standard 1 – SC PE Assessments developed by Rink and

colleagues were used

Methods/Analysis

• Standard 3– PA recall– Wear monitors during instructional days

• Standard 4– Age- and gender-specific standard for 5

Fitnessgram components

Graber, K. C., & Locke, L. F. (2007). Chapter 7: Are the national standards achievable? -

conclusions and recommendations. Journal of Teaching in Physical Education, 26, 416-424.

Findings/Main arguments• Significance of Physical Education

– Increasing amount of required PE in schools– Most active/skilled higher exposure to PE

• Redefining Physical Fitness– 60% participants unfit according to Fitnessgram– Possibility of higher percentage of unfit children

• Enjoyment– Directly related to PA engagement– PE teachers reinforce positive learning, enables recognition of

enjoyment

Findings/Main arguments• Community PA Programs (CSPAP)

– Extension of PE– Year-long programs

• Support from Influential Others– Critical in PA engagement– PE introduction of sports– Parents and coaches fostered enjoyment

• Environmental influence– Backyard vs. community park– Transportation issues– “lead a horse to water, can’t make him drink”

Conclusions/implications for practice and/or future research

• School and community linkages– PE alone cannot prepare children for attainment

of NASPE standards– High levels of accessibility to PA programs

• Role of the Physical educator– More centralized role in developing school policy– All professionals need to demonstrate that PE

makes a difference

Take Aways

• The whole child needs to be influenced through CSPAP– 5 components

• Standards are important to student learning.

Questions?

• What are the most important aspects you see from this presentation in order to influence levels of PA in students?

• How would you implement these into your community/school?