Health & Physical Education

Curriculum Study Report

2009-2010

February 2010
 2009 Health & Physical Education Curriculum Review Report

Committee Members:

Vicki Galliher, ATC, VATL, ACSM

Chair
K-12 Health/FLE/PE CIRT

Tom Horn, CAA, Athletic Director, George Mason High School

David Garrison, Mt. Daniel Elementary PE Instructor
Julie Huber, T.J. Elementary Health & PE Instructor
Nathan Greiner, T.J. Elementary Health & PE Instructor
Mark Coffren, Mary Ellen Henderson Middle School Health & PE Instructor
Jill Knapic, PE Department Chair – George Mason High School

Physical Education
In schools across the United States, physical education is being substantially reduced – and in some
instances completely eliminated – in response to budgetary constraints and pressures to improve
academic test scores. Yet research based evidence shows that children who are physically active and fit
tend to perform better in the classroom, and that daily physical education does not adversely impact
academic performance. Schools have the opportunity to provide outstanding learning environments while
improving children’s health through quality physical education.

Today, obesity is one of the most critical health concerns for our children. The percentage of children
who are overweight and obese has reached epidemic proportions nationally. More than one-third of
children and teens, approximately 25 million kids, are overweight or clinically obese – and physical
inactivity is a leading contributor to this epidemic. Overweight children and youths are more prone to
develop serious health problems now and in the future. The U.S. Surgeon General states that children
who have an unhealthy diet and low levels of physical activity are at a greater risk for developing chronic
health problems, including Type 2 diabetes, high blood pressure, asthma, and heart disease. Centers for
Disease Control and Prevention (CDC) scientists recently predicted that 30% of U.S. children born in
2000 will develop Type 2 diabetes in their lifetime. If left unchecked, diabetes can lead to complications
such as kidney failure, blindness, heart attack, and amputations. It is feared that overweight and obesity
may erase the last century’s victories over heart disease and stroke, and that the rates of breast,
prostate, and colon cancer will increase.

The economic burden of so many children and adolescents being overweight is high. The CDC reports
that in one 2-year period (2006-2008), U.S. taxpayers spent $127 million on hospital costs associated
with caring for overweight children and adolescents. This represents almost a four-fold increase in two
decades. The social stigmatization and low self-esteem often associated with being an overweight child
or adolescent may lead to even higher costs in future years.

Unfortunately, budgetary shortfalls and increasing pressure to improve standardized test scores and to
increase enrollment in advanced placement and International Baccalaureate program studies have
caused school officials across the nation to question the value of physical education and other physical
activity programs (i.e., intramural programming, structured recess activity, etc.). This has led to a
substantial reduction in the time available for physical education. Yet advocates for school-based
physical activity programs argue that allocating time for daily physical education or physical activity does
not adversely affect academic performance and that regular exercise may indeed improve students’
concentration and cognitive functioning.1

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A summary of peer-reviewed research on the relationship between physical activity and academic
performance among children and teens yields the following insights:

Sacrificing physical education for classroom time does not improve academic
performance.

Many school systems have downsized or eliminated physical education under the assumption that more
classroom instructional time will improve academic performance and increase standardized test scores.2

To date, five controlled experimental studies – in the United States, Canada, and Australia – have
evaluated the effects on academic performance of allocating additional instructional time for physical
education. All five studies clearly demonstrate that physical activity does not need to be sacrificed for
academic excellence.

A study conducted in 2006 with 214 sixth-grade students in Michigan found that students enrolled in
physical education had similar grades and standardized test scores as students who were not enrolled in
physical education, despite receiving 55 minutes less of daily classroom instruction time for academic
subjects.3

In 1999, researchers analyzed data from 759 fourth- and fifth-graders in California and found that
students’ scores on standardized achievement tests were not adversely affected by an intensive physical
education program that doubled or tripled physical education time. On several test scores, students with
enhanced physical education performed at a higher level than students in control groups.4

In 2007, 287 fourth- and fifth-grade students in British Columbia were evaluated to determine if
introducing daily classroom physical activity sessions affected their academic performance.5 Students in
the intervention group participated in daily 10-minute classroom activity sessions led by their academic
classroom instructors in addition to their regularly schedule 80-minute physical education class. Despite
increasing in-school physical activity time by approximately 50 minutes per week, students receiving the
extra physical activity time had similar standardized test scores for mathematics, reading, and language
arts as did students in the control group.

Kids who are more physically active tend to perform better academically.

Fourteen published studies analyzing data from approximately 58,000 students between 1967 and 2006
have investigated the link between overall participation in physical activity and academic performance.
Eleven of those studies found that regular participation in physical activity is associated with improved
academic performance.

A national study conducted in 2006 analyzed data collected from 11,957 adolescents across the U.S. to
examine the relationship between physical activity and academic performance. Adolescents who
reported either participating in school activities, such as physical education, intramurals, and team sports,
or playing sports with their parents, were 20% more likely than their sedentary peers to earn an “A” in
math or English.6

Activity breaks can improve cognitive performance and classroom behavior.

According to five studies involving elementary students, regular physical activity breaks during the school
day may enhance academic performance. Introducing physical activity has been shown to improve
cognitive performance and promote on-task classroom behavior.7 Cognitive and behavioral responses to
physical activity breaks during the school day have not been systematically studied among middle or high
school students.

Researchers in Georgia studied the effects of an activity break on classroom behavior in a sample of 43
fourth-grade students in 2008. Students exhibited significantly more on-task classroom behavior and
significantly less fidgeting on days with a scheduled activity break than on non-activity break days.8

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A 12-week research project conducted in North Carolina in 2006 evaluated the effects of providing
elementary students with a daily 10-minute activity break. Among 243 students in kindergarten through
fourth grade, a daily activity break increased on-task behavior significantly, by an average of 8 percent.
Among the least on-task students, the activity breaks improved on-task behavior by 20 percent.9

Physical education contributes significantly to students’ well-being. High-quality physical education

instruction contributes to good health, develops fundamental and advanced motor skills, improves
students’ self-confidence, and provides opportunities for increased levels of physical fitness that are
associated with high academic achievement.

Rigor is essential to achievement, and participation is not the same as education. Mastering fundamental
movement skills at an early age establishes a foundation that facilitates further physical activity
experiences. Similarly, the patterns of physical activity acquired during childhood and adolescence are
likely to be maintained throughout one’s physical, mental, and social development.

The U.S. Surgeon General states that regular physical activity is one of the most important avenues by
which to maintain and improve one’s physical health, mental health, and overall well-being. A student
who participates in physical education is more likely to become a healthy adult who is motivated to remain
healthy and physically active throughout his or her life.

An Essential Discipline

Physical education constitutes an integral component of the education program for all students. It
teaches students how their bodies move and how to perform a variety of physical activities. Students
learn the health-related benefits of regular physical activity and the skills to adopt a physically active,
healthy lifestyle. This discipline also provides learning experiences that meet the developmental needs of
students. With high-quality physical education instruction, students become confident, independent, self-
controlled, and resilient; develop positive social skills; set and strive for personal, achievable goals; learn
to assume leadership; cooperate with others; accept responsibility for their own behavior; and ultimately,
improve their academic performance.

There is a distinction between physical education and physical activity, yet many people use the terms
interchangeably.

Physical Education is defined as a planned, sequential program of curricula and instruction that helps
students develop the knowledge, attitudes, motor skills, self-management skills and confidence needed to
adopt and maintain physically active lifestyles.

The physical education setting, whether the gymnasium, field, or multipurpose room, is the classroom in
which the curriculum of physical education is conducted and is taught by a licensed physical education
specialist. This class should be treated with the same level of professional concern as other learning
environments.

Physical Activity is defined by the Centers of Disease Control and Prevention (CDC) as any bodily
movement produced by skeletal muscles that results in energy expenditure.

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How Much Physical Activity Do Children Need?

The CDC and U.S. Surgeon General currently recommend that children and adolescents should engage
in 60 minutes or more of physical activity each day. When considering the nature of that daily physical
activity, it is important to ensure that our children and adolescents are participating in three areas of
activity:

1. Aerobic or Cardiovascular Activity

Aerobic activity should comprise most of the 60 minutes of physical activity each day.
This can include either moderate-intensity aerobic activity, such as brisk walking, or more
vigorous activity, such as jogging or running. It is recommended that vigorous-intensity
aerobic or cardiovascular activity occur at least 3 times per week.

2. Muscle Strengthening
Children should engage in muscle strengthening activities, such as gymnastics, push-
ups, or strength training, at least 3 times per week as part of their 60 minutes of daily
physical activity.

3. Bone Strengthening
Children should engage in bone strengthening activities, such as jumping rope or
running, at least 3 times per week as part of their 60 minutes of daily physical activity.

Some physical activities are more appropriate for children than adolescents. For example, children do
not typically need to engage in formal or structured muscle-strengthening programs, such as lifting
weights. Younger children usually strengthen their muscles when participating in gymnastics or
gymnastic-type activities, or when playing on various types of climbing equipment. Adolescents may be
introduced to structured weight programs that utilize a variety of resistance equipment such as elastic
tubing, elastic bands, or weights.

Appendix A provides a list of possible activities that children and adolescents can engage in to meet the
CDC and U.S. Surgeon General recommendations.

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 Current Delivery of Physical Education Curriculum
in the Falls Church City Public Schools

Mt. Daniel Elementary School

Grade Level Physical Education Class Recess Sessions

Sessions Offered
Kindergarten 90 minutes per week None
Grade 1 90 minutes per week 30 minutes daily

Thomas Jefferson Elementary School

Grade Level Physical Education Class Recess Sessions

Sessions Offered
Grade 2 2 class sessions lasting 60 minutes each None
every 6 days
Grade 3 2 class sessions lasting 60 minutes each None
every 6 days
Grade 4 2 class sessions lasting 60 minutes each None
every 6 days

Mary Ellen Henderson Middle School

Grade Level Physical Education Class Total Number of Recess Sessions

Sessions Offered Per Physical Education Class
2-Week Alternating Block Schedule Sessions Per Year
Grade 5 5 class sessions lasting 42 minutes each 72 sessions 20 minutes daily
every 2 weeks (210 total minutes)
Grade 6 5 class sessions lasting 42 minutes each 72 sessions 20 minutes daily
every 2 weeks (210 total minutes)
Grade 7 5 class sessions lasting 42 minutes each 72 sessions 20 minutes daily
every 2 weeks (210 total minutes)

George Mason High School

Grade Physical Education Class Total Number of Recess

Level Sessions Offered Per Physical Sessions
2-Week Alternating Block Schedule Education Class
Sessions Per
Year
Grade 8 5 class sessions lasting 100 minutes each 66-72 sessions None
every 2 weeks (actual instructional/activity time per (3 school
individual class session equals 84 minutes) quarters) *
Grade 9 5 class sessions lasting 100 minutes each 66-72 sessions None
every 2 weeks (actual instructional/activity time per (3 school
individual class session equals 84 minutes) quarters) *
Grade 5 class sessions lasting 100 minutes each 44-48 sessions None
10 every 2 weeks (actual instructional/activity time per (2 school
individual class session equals 84 minutes) quarters) **
Grade *** None offered *** None offered None
11
Grade *** None offered *** None offered None
12

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* Grade 8 & 9 students receive 3 quarters of Physical Education and 1 quarter of Health Education
** Grade 10 students receive 1 quarter of Driver Education and 1 quarter of Health Education
*** Grade 11 & 12 students may enroll in the Physical Education one-semester elective course of
Championship Training

At the elementary school level, the content standards emphasize the way in which students move through
space and time in their environment, the continuity and change in movement, the manipulation of objects
in time and through space, and the manipulation of objects with accuracy and speed.

At the middle school level, the content standards emphasize working cooperatively to achieve a common
goal, meeting challenges, making decisions, and working as a team to solve problems.

The high school content should represent the culmination of the physical education experience. From
kindergarten through fourth grade, the content is delivered incrementally to best enable student learning
at the appropriate developmental level. During the middle school years, the content is consolidated and
students’ skills are refined, representing a natural progression of skill sophistication. When students
reach the high school environment, they are ready to integrate all that they know with all that they can do.
They become capable of higher-order thinking and of more skilled performance.

Appendix B references the Physical Education standards of learning

for Virginia Public Schools

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 Health Education
Good health and academic success are inter-dependent. Healthy children make better students, and
better students become healthy, successful adults who are productive members of their communities.
Comprehensive health education that addresses the physical, mental, emotional, and social aspects of
health teaches students how to maintain and improve their health; prevent disease; reduce health-related
risk behaviors; and develop health knowledge, attitudes, and skills that foster academic achievement,
increase attendance rates, and improve behavior at school.

Our students are facing increasingly consequential challenges to good health: obesity and diabetes are
rising at alarming rates; asthma continues to be a leading cause of student absences; and too many
adolescents continue to make choices that negatively impact their lives. It is essential that students learn
how to manage health problems they already face and to avoid additional health problems that may
present themselves in the future. A comprehensive delivery of health curriculum is absolutely essential.

Health education is a continuum of learning experiences that enables students to make informed choices,
modify behaviors, and change social conditions in ways that enhance health. Health education standards
should define the essential skills and knowledge that all students need in order to become health literate.

An Essential Discipline

Today’s young people are confronted with health, educational, and social issues and challenges not
experienced to the same degree by prior generations. Violence, alcohol and other drug use, obesity, high
blood pressure & cholesterol, unintended pregnancy, sexually transmitted diseases, and disrupted family
environments can compromise health and academic success.

Changing societal values, increasingly sedentary lifestyles, technological advances, and changing roles
of family and community increase the need for quality health and physical education. Because an
increasing number of youth in the United States are obese, childhood and adolescent obesity is one of
today’s most complex and immediate challenges and health concerns.

With the current rise in chronic disease and the overwhelming number of obese and overweight
Americans, it is essential that young people begin to build healthy habits based on current health
knowledge and skills at an early age. Equally important is the maintenance of positive health behaviors
and skills to avoid behaviors that have negative health consequences.

Philosophy

Appropriate health related instructional topics incorporate consideration of the health behaviors of
children and adolescents that have potentially serious long-term and short-term health consequences.
Some of the most important behaviors and/or risks include:

 Consuming excessive fat, calories, and sodium; and consuming insufficient fiber, vitamins and a
variety of foods;

 Insufficient physical activity and poor nutrition;

 Using harmful or illegal substances, including alcohol and tobacco;

 Insufficient understanding or access to accurate information regarding mental health issues (i.e.,
depression, anxiety, suicide, etc.);

 Driving while under the influence of alcohol and/or other drugs, traveling as a passenger with a
driver who is impaired, driving too fast, and/or not using passenger restraints;

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  Driving while distracted with other activities such as cell phone conversations, text messaging,
listening to electronic music devices, etc.;

 Involvement in aggressive acts, including physical fighting, bullying, and cyber-bullying;

 Engaging in sexual activity which could lead to unintended disease and/or pregnancy.

Skill development in the content area of health occurs through both the study and application of skills.
The following skills align well with research on effective programs and national standards in health
education and physical education:

Health Education Skills:

1. Comprehend Concepts Related to Health Promotion and Disease Prevention – Students

should demonstrate functional knowledge of the most important and enduring ideas, issues, and
concepts related to achieving and maintaining good health.

2. Accessing Information – Students should demonstrate the ability to access valid health
information and health promoting products and services.

3. Self Management – Students should demonstrate the ability to practice health-enhancing

behaviors to reduce health risks by taking personal responsibility to assess health risks and
determine health behaviors that will protect and promote health and reduce risks.

4. Analyzing Influences – Students should analyze the influence of internal and external influences
upon health and behaviors (i.e., society, media, technology, culture, family, friends).

5. Interpersonal Communication – Students should demonstrate the ability to use interpersonal

communication skills to enhance health.

6. Decision Making – Students should demonstrate the ability to use effective decision-making
skills to enhance health.

7. Goal Setting – Students should demonstrate the ability to use effective goal setting skills to
enhance health.

A sound Health Education program, when appropriately reinforced in a comprehensive scope and
sequential manner, can be expected to provide the following benefits for all students:

 Lowering of the risk-taking behaviors that contribute to disease, injury and death;
 Enhanced academic performance;
 Desirable social behaviors and increase levels of self-image / self-esteem;
 Establishment of the positive behaviors that promote higher levels of healthy living;
 Higher morale and productivity and less absenteeism by students from school;
 Development of appropriate levels of personal fitness and an understanding of the importance of
physical activity for maintaining a viable and productive life;
 Fewer instances of students dropping out of school due to health-related behaviors (i.e.,
pregnancy, alcohol and drug use or being dismissed from school due to violence or tobacco-
related suspension);
 More students acknowledging the value of abstinence from sexual activity until marriage;
 Lower health care expenses;

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  Increased awareness and respect for cultural diversity;
 Appropriate skill development and behaviors for competence in at least three lifetime fitness
activities.

Students should be provided opportunities to practice essential skills necessary to establishing and
maintaining healthy lifestyles. Such a foundation is reflected in our health education content standards.

Appendix C references the Health Education standards of learning

for Virginia Public Schools

Current delivery of Health Education Curriculum in the

Falls Church City Public Schools

Grade Health Class Sessions

Level Per School Year / Total
Health/FLE Instructional
Time Per School Year

Kindergarten 25 sessions / 500-1000 mins (sessions last between 20-

40 minutes)
Grade 1 20-30 sessions / 600-900 mins
Grade 2 8-10 sessions / 360-450 mins
Grade 3 8-10 sessions / 360-450 mins
Grade 4 8-10 sessions / 360-450 mins
Grade 5 18 class sessions / 756 mins
Grade 6 18 class sessions / 756 mins
Grade 7 18 class sessions / 756 mins
Grade 8 21 class sessions / 2100 mins
Grade 9 21 class sessions / 2100 mins
Grade 10 21 class sessions / 2100 mins
Grade 11 None offered
Grade 12 None offered

Virginia Department of Education Health/Family Life Education SOLs Not

Currently Addressed or Delivered by FCCPS Curriculum / Instructional Staff:

Grade Health/FLE Standards of Constraint(s) Preventing Delivery

Level Learning (SOLs) Of Health/FLE Standards of
Not Currently Delivered Within Learning (SOLs)
Curriculum
Kindergarten All Kindergarten Health/FLE SOLs N/A
are delivered
Grade 1 SOL 1.1 C – The The 1st grade science and social studies units for
interconnection of PYP are being rewritten at this time. This
all body systems (e.g., particular SOL has not fit into a planner yet.
cardiovascular, digestive, immune,
muscular, nervous, skeletal,
respiratory)
Grade 2 SOL 2.2 D – The  Presented by Guidance Counselor rather
Importance of learning and than Health & Physical Education

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 Using refusal skills to make good
decisions
SOL 2.2 E – The use of nonviolent
strategies to resolve conflicts
SOL 2.3 D – Understanding how
different customs and traditions
impact health and wellness
SOL 2.3 E – Understanding how
self-image relates to personal
success
SOL 2.3 F – Understanding that
disappointment, loss, grief, and
separation are factors that can
influence and impact health and
wellness
SOL 2.4 A – Recognizing that
health care professionals,
resources, and services can
influence and impact one’s health
Grade 3 SOL 3.1 C - Explain how safe and
harmful behaviors impact personal
growth and development
SOL 3.1 D – Understanding that
positive interaction with family,
peers, and other individuals can
influence personal growth and
development
SOL 3.2 B – Understanding that
the process of resolving conflicts
peacefully can promote health and
personal wellness
Good Touch / Bad Touch
Information
Grade 4 SOL 4.2 A – E: The student will
develop the skills necessary for
coping with difficult relationships.
Key concepts/skills include
a. development of refusal
skills
b. identification and reporting
of bullying and aggressive
behaviors
c. development of coping
skills
d. recognition of harmful or
abusive relationships
e. exhibiting self control
Instructors
 50% of the Health/FLE class sessions are
taken from the regularly scheduled PE
class schedule. The remaining 50% of
Health/FLE class instructional time is
supposed to be taken from the regular
classroom teaching time of other content
areas. This is not consistently happening,
thereby limiting the time available to cover
all Health/FLE SOLs
 Presented by Guidance Counselor rather
than Health & Physical Education
Instructors
 50% of the Health/FLE class sessions are
taken from the regularly scheduled PE
class schedule. The remaining 50% of
Health/FLE class instructional time is
supposed to be taken from the regular
classroom teaching time of other content
areas. This is not consistently happening,
thereby limiting the time available to cover
all Health/FLE SOLs
 Presented by Guidance Counselor rather
than Health & Physical Education
Instructors
 50% of the Health/FLE class sessions are
taken from the regularly scheduled PE
class schedule. The remaining 50% of
Health/FLE class instructional time is
supposed to be taken from the regular
classroom teaching time of other content
areas. This is not consistently happening,
thereby limiting the time available to cover
all Health/FLE SOLs
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 SOL 4.7 A – B: Understanding the
importance of communicating with
family about personal and
community health issues. Key
concepts/skills include:
a. identification of obstacles
to communication and
solutions to such
obstacles;
b. the importance of seeking
assistance from a trusted
adult when in unsafe or
uncomfortable situations.

Grade 5 All 5th Grade Health/FLE SOLs are N/A

delivered
Grade 6 All 6th Grade Health/FLE SOLs are N/A
delivered
Grade 7 All 7th Grade Health/FLE SOLs are N/A
delivered
Grade 8 All 8th Grade Health/FLE SOLs are N/A
delivered
Grade 9 All 9th Grade Health/FLE SOLs are N/A
delivered
Grade 10 All 10th Grade Health/FLE SOLs N/A
are delivered
Grade 11 Health/FLE not offered in Grade 11 N/A
Grade 12 Health/FLE not offered in Grade 12 N/A

Looking Forward – Where Do We Go From Here?

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 Ultimately our goal should be the promotion of “health-conscious living”. To achieve that goal
within the learning environment, we should consider and recognize that health-conscious living is truly a
combination of health education and physical education. The two curriculum content areas should
complement each other. Students should experience a sequential educational program that will involve
learning a variety of skills, which enhance a person’s quality of life.

Characteristics of an Effective “Health-Conscious Living” Curricular Approach

Today, health status is determined more by one’s personal behaviors rather than advances in medical
technology, availability of health services, or other factors. Research demonstrates that education in
schools can influence the health-related behaviors of students.

A health-conscious living curricular approach is most effective and efficient when it:

 Utilizes educational theories and methods that have credible evidence of effectiveness;

 Focuses on health-related behaviors, not just knowledge;

 Emphasizes learning and practicing skills students need for healthful living;

 Has a positive, wellness orientation;

 Sequentially builds knowledge and skills from year to year;

 Fosters understanding and practice of behavior change/reinforcement principles;

 Actively involves students in learning and uses interactive methods;

 Promotes positive peer influence and appropriate social norms;

 Matches educational priorities with the appropriate age levels;

 Is culturally and developmentally sensitive;

 Fosters positive bonding between the student, school, community, and health care professionals;

 Is designed to enhance “protective factors” and move toward reversing or reducing known “risk
factors”;

 Has continuity through grade levels;

 Has adequate blocks of instructional time devoted to it;

 Is taught in classes that are the same average size as classes in other subject/content areas;

 Has adequate equipment and facilities;

 Is taught by highly qualified, well informed and licensed teachers, with adequate support and
teachers who are comfortable with the content, methods, materials, and skill progression;

 Establishes and uses knowledge for lifetime fitness through various community resources such
as but not limited to fitness councils, recreation departments, and fitness/health clubs;

 Is reinforced by school policies, services, environment, parents, peer educators, community

programs, media, and school staff.

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A quality health-conscious living curricular approach provides evidence of its effectiveness through
accountable assessments of outcomes that have been achieved by students. It provides opportunities for
the development of skills. It fosters an understanding of why, when, and how healthy behaviors may be
incorporated into a daily lifestyle.

A thriving program focuses on the health-related benefits of health education, physical education, and
physical activity and how these benefits can be acquired and maintained. It promotes community and
business involvement. It accommodates the needs and development levels of all students, regardless of
language barriers, cultural differences, or physical and mental ability levels.

Quality teachers of health and human performance teach students how to apply the concepts, skills and
knowledge of health and physical education in their daily lives and for a healthy active life.

In order for a program to incorporate all of these components, teachers should consistently review and
enhance the existing Health & Physical Education curriculum and provide opportunities for adequate
student learning and practice both inside and outside of the classroom or learning environment. Such
curricular instruction that will successfully prepare students for their future beyond school should focus
on:

 Mental and Emotional Health (achieving well being through anticipating and managing
stressors; having positive and healthy self-esteem; controlling behaviors that are unhealthy for
self or others; coping with failure and loss in a healthy manner; recognizing mental and emotional
health needs; and accessing appropriate resources)

 Personal and Consumer Health (recognizing and avoiding an array of health risks; preventing
disease and infection; managing the environment and community health; practicing preventive
measures; demonstrating positive hygiene habits; understanding the growth and development
process; and selecting and accessing appropriate health resources)

 Interpersonal Communication and Relationships (having healthy social support and providing
support for others; having effective communication skills, including empathy, listening, negotiation
and conflict resolution; identifying and seeking help for unhealthy relationships)

 Nutrition and Weight Management (achieving high-level wellness through wise nutritional
choices and a variety of regular physical activity)

 Substance Abuse Prevention (reducing health risks by avoiding and assertively refusing
harmful and illegal substances, including alcohol and tobacco, and avoiding the misuse of
prescription and nonprescription medications)

 Movement Forms (development of movement competence through dance, gymnastics,

individual, dual, team sport or activities; movement competence implies the development of
sufficient ability to enjoy participation in physical activities and establishing a foundation to
facilitate continued motor skill acquisition and increased ability to engage in appropriate motor
patterns in daily physical activities)

 Fitness and Sport Literacy (using cognitive information to understand and enhance motor skill
acquisition and performance; application of concepts from disciplines such as motor learning and
development, biomechanics, and exercise physiology; knowledge and application of these
concepts and practice enhance the likelihood of independent learning and therefore more regular
and effective participation in physical activity)

 Healthy Lifestyles (establishing patterns of regular participation in meaningful physical activity;

providing awareness of opportunity both in school and community; a comprehensive perspective
on the meaning of a healthy lifestyle)
 Appreciation For Diversity (development of respect for individual similarities and differences
through positive interaction among participants in physical activity; including characteristics of

14
 culture, ethnicity, motor performance, physical, mental, and emotional disabilities, physical
characteristics (e.g., strength, size, shape), gender, race, and socio-economic status; valuing
diversity in physical activity and development strategies for inclusion of others) as well as the
achievement of self-initiated behaviors that promote personal and group success in an activity
setting; safe practices, adherence to rules and procedures, etiquette, sportsmanship, cooperation
and teamwork, ethical behavior in sport, and positive social interaction)

 Integrating knowledge, skills and attitudes students will need in order to function
successfully and healthfully in their communities, workplace, and in society (encouraging
students to inquire, problem-solve, conjecture, invent, produce, and find solutions)

FCCPS Health & Physical Education Improvement Plan

15
 Constraint / Limitation
Health education is not perceived as
a critical content area
Teachers may not consistently use best
Practices at elementary through high school
Level
Students in upper grade levels and their
Parents indicate an interest in receiving
More important health information as they
Mature
Teachers may not be comfortable with FLE
And/or sexuality education materials
Mental health issues may not be adequately
Addressed at the middle and secondary level,
Yet adolescents and teens are at greater
Risk for developing them.
Suicide prevention is not consistently
addressed in our schools
Suicide prevention requires multi-faceted,
Community approaches
Coordination of bullying prevention
Teachers at all levels may not be consistently
well trained in implementing best practices
Not all teachers attend state conventions to
learn new trends and new ideas
Health may not be widely perceived as an
important curricular area
Time & scheduling constraints make it difficult
to adequately impart important and essential
health skills and topics
Health and physical education classes often
exceed the required cap for total students
enrolled in comparison to other core curriculum
courses
No health education curriculum is offered for
Grade 11 or Grade 12 students
No physical education curriculum is offered for
Grade 11 or Grade 12 students
Current physical education facilities and
equipment are inadequate to provide safe
instructional activity, comprehensive skill
development, and exposure to lifetime fitness
activities for students
Recommendations / Strategies
Administrators, department leaders, and instructors must commit
to and support health education as crucial to student success
Teachers will be trained in best practice in health education
And held accountable for using the practices
Create and offer an elective “Junior/Senior Seminar” for
students to pursue this information
Provide regular training in the effective teaching of FLE
And sexuality education lessons
Review the NAMI Breaking The Silence Curriculum and
Consider implementing it in Grade 7 and at subsequent
Grades in coming years
Consider the adoption of a supplemental suicide prevention
curriculum module
Consider an on-line support system or helpline for youth
Coordinate with School Resource Office, Guidance, Technology,
Coordinator of Student Services, Administrators to ensure no
duplication of services and to ensure all topics related to bullying
and prevention are adequately addressed and reinforced
Increase content specific professional development opportunities
for teachers at all levels, arranging for on-site training when
possible
Develop rotation schedule whereby all grade level teachers have
the opportunity to attend state or national conventions
Develop a Health Curriculum Action Plan to communicate
importance of health topics and to educate the community as well
as parents
Add elective health seminars at the secondary level; review
possible scheduling revisions that would allow for greater class
time being devoted to delivery of the health curriculum
Encourage and/or require that health & physical education class
sizes are similar to core curriculum courses
Develop elective health courses and/or semester seminars for
upper grade level students that focus upon relevant and critical
health issues and information that will enhance the ability of
students to pursue a healthy lifestyle upon completion of high
school
Develop advanced physical education courses that provide
exposure to lifetime fitness activities and that encourage students
to maintain a physical active lifestyle beyond their high school
experience
Explore partnerships with local fitness-based organizations and
businesses for additional sources of revenue and/or facility space
and equipment to provide for an enhanced physical education
experience for students
APPENDIX
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A. Centers for Disease Control and Prevention: Aerobic, Muscle- and Bone-
Strengthening: What Counts?

B. Physical Education Standards of Learning for Virginia Public Schools

C. Health Education Standards of Learning for Virginia Public Schools

D. Family Life Education Guidelines for Virginia Public Schools

Appendix A

Centers for Disease Control and Prevention

17
 Aerobic, Muscle- and Bone-Strengthening: What Counts?
To get you started, here is a list of possible activities that children and adolescents can do to meet the
Guidelines. These activities serve as a guide, so encourage your child to do any of them, as long as
they are age-appropriate.

Many of these activities fall under two or three different categories, making it possible for your child
do each type of activity – vigorous-intensity aerobic, muscle- and bone-strengthening activity – on at
least 3 days each week. Also, some activities, such as bicycling or basketball, can be done at either a
moderate- or a vigorous-intensity, depending on your child's level of effort.

Age Group

Type of Physical
Children Adolescents
Activity

Moderate–
intensity aerobic  Active recreation such as  Active recreation, such as
hiking, skateboarding, canoeing, hiking, cross-country
rollerblading skiing, skateboarding, rollerblading

 Bicycle riding  Brisk walking

 Walking to school  Bicycle riding (stationary or road

bike)

 House and yard work such as

sweeping or pushing a lawn mower

 Playing games that require

catching and throwing, such as
baseball, softball, basketball and
volleyball

Vigorous –
 Active games involving  Active games involving running
intensity aerobic running and chasing, such as and chasing, such as flag football,
tag soccer

 Bicycle riding  Bicycle riding

 Jumping rope  Jumping rope

 Martial arts, such as karate  Martial arts such as karate

 Running  Running

 Sports such as ice or field  Sports such as tennis, ice or field

hockey, basketball, hockey, basketball, swimming
swimming, tennis or
gymnastics  Vigorous dancing

 Aerobics

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  Cheerleading or gymnastics

Muscle-
 Games such as tug of war  Games such as tug of war
strengthening
 Modified push-ups (with  Push-ups
knees on the floor)
 Resistance exercises with exercise
 Resistance exercises using bands, weight machines, hand-held
body weight or resistance weights
bands
 Rock climbing
 Rope or tree climbing
 Sit-ups
 Sit-ups
 Cheerleading or Gymnastics
 Swinging on playground
equipment/bars

 Gymnastics

Bone-
 Games such as hop-scotch  Hopping, skipping, jumping
strengthening
 Hopping, skipping, jumping  Jumping rope

 Jumping rope  Running

 Running  Sports such as gymnastics,

basketball, volleyball, tennis
 Sports such as gymnastics,
basketball, volleyball, tennis

Appendix B

Physical Education Standards for Virginia Public Schools

19
Appendix C
Health Education Standards for Virginia Public Schools

http://www.doe.virginia.gov/VDOE/Superintendent/Sols/home.shtml

Appendix D
Family Life Education Guidelines for Virginia Public Schools (Last revised July 2009)

http://www.doe.virginia.gov/VDOE/studentsrvcs/familylifeguidelines.pdf

References

20
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