Physical Education and Health in

the SHS Core Curriculum: Contents,

Processes, and Outcomes
Prof. Lordinio A. Vergara
Director, Institute of Physical Education, Health, Recreation,
Dance, and Sports,
Philippine Normal University

Prof. Stella Urbiztondo

Chair, Physical Education Department
University of Asia and the Pacific

Prof. Jo-anne Grecia

Faculty
University of Asia and the Pacific

At the end of the session, the par1cipants will

be able to:
Recall the K-12 PE curriculum framework
Ac1vate prior knowledge on the content and
key features of the SHS PE Curriculum
Create beFer understanding on the SHS PE
and Health curriculum
Recognize the role of a PE teacher in the new
framework (HOPE) in the teaching and
learning PE and Health in the SHS core
curriculum
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Health Optimizing Physical Education

(HOPE): A New Framework for SHS
Physical Education and Health Curriculum

2013

1963

The Evidence-based
Need for HOPE courses
in the SHS Core
Curriculum

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Future of Physical Education

..will depend on its ability to provide
programs perceived to be of public
importance.
T. McKenzie (2011)

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..For maximum public health benefit, school PE programs

should prepare children for a lifetime of physical activity

Where Does HOPE Come From?

What term do you think would best to describe
quality PE that engages students in ample amounts of
physical activity while simultaneously improving their
physical fitness and motor and behavioral skills.

Public Health Goals

for Physical Educators
To foster school and community
environments that:
-encourage and support the full
involvement of all students
-in every aspect of physical activity,
including physical education, recreation,
sport, and active lifestyles

Health-Optimizing Physical Education

(HOPE)

vProvides students with a proportion of the

recommended amounts of physical activity

vPrepares students for an active lifestyle

that continues into adulthood
Physical skills
Physical fitness
Behavioral skills
Enjoyment of physical activity

HOPE is about

vActive PE and physical activity

promotion

Good health is a natural byproduct

of active PE
vThus, health is optimized!

Why Prioritize
Physical Activity?
Children cant become physically skilled or fit
without being active
PE - only subject matter to engage children in
and promote physical activity
Extensive support for active PE from outside the
profession

Why Priortize
Physical Activity (2):
All curricular areas have responsibility for
children developing:
personal attributes (self-worth, efficacy, values)
citizenship skills (cooperation)

Physical Education is the Only

Required PA Program
and is especially important for:
Those at risk for cardiovascular disease,
diabetes, obesity, osteoporosis
The poor & those living in disadvantaged
communities
Females
Persons of color

We need HOPE, not HYPE!

Theore<cal Founda<on
For HOPE courses in
the SHS Core
Curriculum

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Social-Ecological Model for Increasing PA

(Denver Dept. of Public Health, 2007)

COMMUNITY
Coordina1ng the eorts of all
members of a community
(organiza1ons, community leaders,
and ci1zens) to bring about change.

Public Policy
Community
Organiza<onal

INTERPERSONAL
Recognizing that groups provide
social iden1ty and support,
interpersonal interven1ons target
groups, such as family members or
peers.

PUBLIC POLICY -
Developing and enforcing state and local
policies that can increase benecial health
behaviors. Developing media campaigns
that promote public awareness of the
need and advocacy for change.

ORGANIZATIONAL
Changing the policies, prac1ces, and
physical environment of an organiza1on
(e.g. a school or other type of community
organiza1on) to support behavior change.

Interpersonal
Individual
INDIVIDUAL
Mo1va1ng change in individual
behavior by increasing knowledge, or
inuencing aVtudes or challenging
beliefs

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Ra1onale for SEM

Improves upon previous theories/models that only
emphasize individual behavior

Individual behavior change should be maximized
when:
environments & policies support healthful choices,
social norms & social support for healthful choices are
strong, and
individuals are mo1vated & educated to make these
choices

What might HOPE look like?

The components of a HOPE program in
the SHS core curriculum can vary, but
those that are included MUST be aligned
with the overall objec1ve of the
Enhanced Basic Educa1on PE curriculum
model

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Curriculum components in HOPE are
composed of four learning strands
Each strand has iden1ed major
learning standards and outcomes
Each strand has targeted groups of
learners (Senior High School Students)
Each strand has a list of possible
learning ac1vi1es and assessments for
them
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Strand 1: Exercise for Fitness

Learning
Outcome

Learners

Organizes
Grade 11
tness event Students
for a target
health issue or
concern

Examples of Units,
Learning Activities,
Events
-Zumba lesson in the
community
- Fitness symposium

-Before of after school

Walking Club

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Strand 2: Sports (Quality, High-MVPA PE)

Learning
Outcome

Organizes
sports event
for a target
health issue or
concern

Learners

Grade 11
Students

Examples of
Units, Learning
Activities, Events
(Must be highMVPA)
-Lead community
sports events
-Participation in
Intramurals or club
based sports
-After school sports
participation and
involvement

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Strand 3: Dance (Quality, High-MVPA PE)

Learning
Outcome

Learners

Organizes
Grade 12
dance event students
for a target
health issue or
concern

Examples of
Units, Learning
Activities, Events
Lead community
dance events
-Participation in
dance festivals or club
based dance activities
-After school dance
participation and
involvement

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Strand 4: Recrea<onal Ac<vi<es (Quality,

High-MVPA PE)
Learning
Outcome
Organizes
recrea1onal
event for a target
health issue or
concern

Learners

Examples of Units,
Learning
Activities, Events

Grade 12 Students Lead community

recreational events
-Participation in
recreation related or
club based recreational
activities
-After school
recreational
participation and
involvement

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Content Knowledge (CK) and
Pedagogical Content Knowledge
(PCK) for HOPE Teachers

Teachers need a greatly expanded
knowledge base and array of
pedagogical skills for HOPE

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HOPE PCK for pre-service

physical educators

Needed Skills & Understanding

for Building HOPE

Assumptions:
1. Our Physical Education Teacher Education
Curriculum committee will make the necessary
adjustment in its teaching standards for
beginning and advanced teachers
2. PETE faculty will have the necessary expertise
to effectively prepare future professionals
3. Learning about HOPE earlier on within PETE
is better

Assumptions: (contd.)
4.Living the HOPE experience in schools is
better
5.For school physical education to flourish, and for
Physical Education professionals to gain broader
credibility, not moving toward a HOPE focus is not
an option

Carving out curricular space for

targeting HOPE-specific skills . . .

Pre-student teaching internships

Infuse focus throughout other PETEspecific courses

Overarching goal: Develop

conception of value added Physical
Education (i.e., PA beyond regular
lessons)

Given the available school facilities,

equipment, time, AND
the existing barriers . . .

How can a school increase its

daily
caloric footprint?

Internships Structure & Focus

Two 1 cr. internships (Elem./Sec levels) / Weekly seminars (1.5
hours)
Weekly reading assignments (e.g., JOPERD pieces; National PA
plan; State policy profiles)
HS-based 2 days per week (w. doc. student oversight)
Key focus: Expanded role for physical education
teachers . . .aspects of a Director of Physical Activity (JOPERD
FEATURE, 2012)

Internship outcome measures:

1. Increased access to campus PA venues
during out-of-class times
2. Increased percent of enrolled students
at school using PA venues
3. MVPA levels among those students

Assessed through SOPLAY (McKenzie, et al., 2000)

Understanding the need and

context for HOPE
Gaining a broader perspective . . .

Getting a birds eye view of all

PA venues

Some of the skills targeted:

1. Social marketing skills
2.

Connecting with high school-aged youth outside of regular physical

education classes

3.

Working with school personnel

4.

Connect with media (print & TV)

5.Use of technology (i.e., electronic media)

6.

Survey students and school faculty about desired/preferred activity choices,

and PA interests . . .

Social Marketing
. . . application of commercial
marketing technologies to the analysis,
planning, execution, and evaluation of
programs designed to influence
voluntary behavior of target audiences in
order to improve their personal welfare
and that of society.
(Andreasen, 1995)

Social Marketing
The four Ps of effective messaging . . .

Product:

Physical activity behavior (incl. the associated

benefits)

Price:

What are the costs associated with becoming more

physically active (e.g., money, time, effort)?

Place:

Making PA easily accessible and more convenient

Promotion:

How to deliver the message to the target

audience about the product, its benefits, cost, & convenience?

Marketing PA
in schools through
prompting via . . .

Verbal
Messaging

Visual
Messaging

Visual
Messaging

Auditory Messaging:
Daily school-wide announcements
Verbal reminders by teachers during physical
education classes
Schools faculty provide reminders
Schools CCTV Messaging

Messaging through local

print media

Messaging through local TV

media

hFp://www.myfoxphoenix.com/dpp/morning_show/mountain_pointe_physical_ac1vity_program_050710

Target Skill:
Use of technology
Use of School / program website
Facebook page
Mass messaging to students
Twitter?

Current status:
Elective, experimental internship is now a
sequence of two required pre-student teaching
courses for all PETE majors
HSs starting up their own intramurals
during advisory periods.
Other (none-) PETE courses now also
address other aspects of HOPE/CSPAP

Professional Development
for In-service HOPE Teachers

What do in-service teachers

need to implement HOPE?
Similar to that of preservice teachers
To promote the overarching goal for
HOPE and the specic learning outcomes
of each strand

Likely already have some well

developed content knowledge in some
strands
Need targeted professional development

How are in-service teachers

going to get targeted
Professional Development?
Unlikely that others (state, district,
school administrators) will be able to
iden1fy and provide necessary
opportuni1es
NASPEs new cer1ca1on for Director
of Physical Ac1vity
NASPE developed toolkits for CSPAPs

Professional Development is Essen<al

Aspiring HOPE teachers will have to
create a professional self-development
plan
Determine the skills and knowledge they
need
Find the informa1on needed to grow
Learn how to best implement the
informa1on into their own program

Look for others to collaborate with

Recent JOPERD Series on DPA

August 2012 Part 1
September 2012 Part 2

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What Can You Do with HOPE?

1. Can be used as a planning guide for a schools CSPAP
2. Can be used as a guide for a districts program
3. Can be used for program assessment
4. Can be used for research
5. Can be used as the basis of a PEP Grant
6. Can be used to design PETE programs
7. Your ideas?

Next steps for HOPE . . .

CDC/GSU Grant to establish a pilot HOPE model
at Peachtree Charter Middle School

HOPE PEP Grant in Newton County, GA (all

schools)
NIH R021 Grant in process
GSU HPETE faculty to discuss HOPE as the
CK and PCK for all of our programs (including
new PETE doctoral concentra1on)

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Panel: Q&A as time allows

Thank You!!!
You Tube video (7 minutes)
Childhood Obesity: Quality Physical Educa<on as a Solu<on
hFp://www.youtube.com/watch?v=-FOPaJqjCM0