A Whole School Approach to Health & PE |
November 2015
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In 2015, I was fortunate to listen to Dr. Helen Brown & James Rudd present keynotes at the ACPHER Primary Health & PE conference. Both discussed the role of promoting confidence and competence in students and how PE teachers are not only obliged, but in a perfect position to championHhealth & PE across the whole school. I left the day reflecting upon my own practise. Not only did I realise, I had been somewhat negligent in my duty to do this, but I’d finally found something that resonated with my own views and feelings about my own and my schools ethos towards health and physical education. I felt qualified, confident, excited and empowered about implementing the ideas, tips and advice I’d heard into improving my own schools overall whole school approach to Health and PE and dove headfirst into doing so.
Almost a year later, my feelings towards a whole school approach to health and PE is very much the same. However, through my personal experience of being both a PE & classroom teacher, I’ve discovered that being the “champion” of a whole school approach to health and PE is not just as simple as becoming more vocal about health and PE’s importance. It is not initiating whole school sporting days or events, nor presenting facts, figures, data and research based evidence to colleagues at staff meetings. The challenge, as I see it, is convincing generalist classroom teachers and leadership not just in the value of a whole school approach to health and physical activity, but actually getting them to take action at a whole school level. We face a significant challenge. |
Blown away after attending the 2015 conference...
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Why the conversation?
“Increasing the number of minutes students spend per week in physical education will not impeded their academic achievement.” (Trost & van der Mars, 2009, p.62)
Last year, the Western Australian University released a publication about the positive effects of Health and Physical Activity. Brain Boost (2015) is a convincing, research based publication that reiterates something most educators already know, in that the “research tells us there’s a positive link between children being active and playing sport and their ability to get better marks at school.” (Smith, J 2015, pg.2). In simpler terms, physical activity is good for you!
Take for example, the first three quotes:
And yet, as I read through all this evidence, my own beliefs being verified by academic research, I found myself wondering, why is this research being republished?
Perhaps it is because, as Smith (2015, p.4) writes, that in the last decade, there has been a worrying trend in Australia whereby, “time spent in physical activity within schools has been progressively declining.” Declining, quite frightfully in some schools, to the point where the average amount of time spent on moderate to vigorous physical activity in class has been reported as being less than ten minutes a day.
TEN MINUTES A DAY?
Take for example, the first three quotes:
- The vast majority of research indicates that replacing academic learning sessions with physical activity does not have a detrimental impact on school grades. Indeed, some intervention research indicates that increased participation in physical activity leads to enhanced learning and better grades (de Greeff et al., 2014; Hollar et al.; Shephard RJ, Lavallee H, Volle M, La Barre R, & C, 1994).
- Evidence also suggests that achieving a threshold amount of physical activity may be necessary to acquire learning benefits (Davis et al., 2007; Ericsson & Karlsson, 2014).
- As well as that, there’s also evidence that participation in vigorous physical activity may further enhance learning (Coe, Pivarnik, Womack,Reeves, & Malina, 2006; de Greeff et al., 2014; Hillman et al., 2014; Howie & Pate, 2012).
And yet, as I read through all this evidence, my own beliefs being verified by academic research, I found myself wondering, why is this research being republished?
Perhaps it is because, as Smith (2015, p.4) writes, that in the last decade, there has been a worrying trend in Australia whereby, “time spent in physical activity within schools has been progressively declining.” Declining, quite frightfully in some schools, to the point where the average amount of time spent on moderate to vigorous physical activity in class has been reported as being less than ten minutes a day.
TEN MINUTES A DAY?
It’s no secret that schools are driven by data. Data now drives learning. It informs future teaching and is used to publicise school results. Numeracy and Literacy data has become of great importance and much decision making is led by these pressures. Interestingly, as Smith (2005, p.3) writes, “with increasing pressure on schools to ensure children achieve academic success, physical activity classes (such as physical education and sport) are increasingly being pushed down the curriculum priorities list.” Furthermore, as Stuart Trost and Hands van der Mars (2010,p.62) write, there is an increasing environment in schools where classes of PE, music, art etc. are viewed as secondary in the academic mission of schools.” These statements would appear that the mission of schools to achieve academic success and the steps they are taking to do so are in direct contradiction to the evidence being presented by articles like Brain Boost.
According to Trost and van der Mars’ (2009, p.62) research, “physically active, fit youth are more likely to have better grades and test scores than their inactive counterparts.” This goes against the age old notion of practise makes perfect. Many teachers, myself included, think that preparing students for NAPLAN tests was all about practising previous years NAPLAN tests over and over again. If we prepare for the test by doing practise tests, then surely our results will improve. As you can see above, and furthermore throughout the pages of Brain Boost, this isn’t the case. After careful consideration and acknowledgement of some limits to their research, Trost and van der Mars still claimed the evidence was “sufficiently robust” to enable them to draw the following conclusions:
This research was published six years before Brain Boost. And yet, if we look at just a sample of some more findings, you will notice some striking similarities.
As Smith (2015, p.3) explains, “the research is newer but the message is the same: The links between physical activity and learning in children are positive and can be long lasting.” In fact, the message has always been the same. I am well aware that this is just a sample of the research that must be out there. But the evidence in favour of promoting Health and wellbeing isn’t just mounting; it is quite frankly, crystal clear. |
Your leadership teams reaction when you explain to them research suggests students will improve NAPLAN results by playing games outside.
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Physical activity is good for you
So why then, is it still so often seen as secondary in importance and being is pushed down the priorities list?
Why is there still debate that schools take on a whole school approach to Health and PE?
Why is there still debate that schools take on a whole school approach to Health and PE?
What do you mean people still don't know this?
If the research is there, so why aren’t we doing more PE?
In a nutshell, physically active, fit youth are more likely to have better grades and test scores than their inactive counterparts. (Trost & van der Mars, 2009, p.62) Christina Curry (2012) asserts is that “it is difficult for the generalist classroom teacher to focus on HPE when they are responsible for all learning areas.” (cited in Lynch, 2013, pg.17) Especially when those other learning areas are assessed, reported upon, used for whole school data collection & now professional and development goals and therefore perhaps deemed more important. Not only that, but Curry (2012) also states that generalist teachers have “very little specific training in HPE” (cited in Lynch, 2013, p.11). Furthermore, is Morgan and Hansen’s (2008) believe that although generalist teachers value PE and believe in its benefits, many do not feel confident, competent enough or physically fit enough to take PE classes. (cited in McMaster, 2013, p.6)
Last year, I returned part time into the role of a classroom teacher. Had I not had this opportunity I would have remained as I had been for the past few years previous - blind to the daily rigours of a classroom teacher. Why isn’t that teacher reading my emails about Athletics Day? Why are they not coming out to watch their kids at Cross Country Day? Why is their planning time taking priority over a whole school event? Valid questions, with answers I failed to see until I stepped back into their shoes again as a classroom teacher. I believe, that quite often, we as specialist teachers easily forget the pressures classroom teachers are under to fit everything in. And when I say everything, I mean EVERYTHING. Classroom teachers have a LOT to do! No seriously, it’s HEAPS! And after finding myself suddenly with A LOT of extra work to do again relating to my Grade 5 class, I realised that it was any wonder I found it a challenge to get teachers pumped about health and PE. Classroom teachers are constantly swamped by pre/post testing, parent teacher interviews, report writing, planning meetings, assessment and data collection, etc. etc. etc. etc.etc. Classroom Teachers when they see the PE teacher in the staffroom every Recess and Lunch looking relaxed.
In addition to this, with such a heavy workload classroom teachers could be forgiven to pay little attention to how important their own role in promoting a whole school approach to health and PE is when it’s quite obvious (in most classroom teachers eyes) it is job of the PE teacher!
Curry (2012, p.17) ascertains, that yes, “specialist PE teachers have the knowledge and skills to ensure all children are exposed to a quality PE Program and have positive and worthwhile experiences.” However, Natalie McMaster (2013) suggests that generalist classroom teachers, if given the professional development opportunities, can be just as qualified to teach H&PE than specialist teachers. Classroom teachers, “with their knowledge of the individual needs of their students and the security and psychological support that they provide in the early childhood and primary classroom, are ideal candidates for providing developmentally appropriate, best practice instruction in physical education.” (Callcott, Miller & Wilson-Gagan 2012, p.16, cited in McMaster, 2013) More credibility is lent to this argument when considering that “the generalist teacher has their class for the majority of the day and can construct curriculum experiences which deliver the knowledge of skills of other curriculum areas, in, about and through movement.”(Arnold 1998, cited in (McMaster, 2013, p.5) These are valid arguments and provide some interesting discussion. Does a PE teacher that might only teach students for 45-1 hour of PE a week really know them well enough to facilitate best practise instruction in PE? Surely that’s part and parcel of the job? Being able to modify and differentiate classes so every child can experience positive experiences within physical activity. Or is the inclination to agree with McMaster (2013, p.5) who contends the development of movement skills, physical activities and movement concepts cannot be the sole responsibility of the PE teacher. “One PE class a week from a PE teacher isn’t enough time for some children to develop the foundations required for some more complex and specialised skills and that therefore, its imperative generalist teachers become more equipped in teaching PE.” And if you want to get really technical, is definitely not enough time to properly teach Health & PE. Especially not, considering the government mandated times of time spent being physically active at school: Prep - Year 3: 20 to 30 minutes of physical education a day. Years 4 - 6: Three hours per week of physical education. http://www.achper.vic.edu.au/advocacyandpromotion/victorian-government-policy But Is this even possible with so much happening at schools that restrict timetabling and make it difficult to fit everything in? One 45-50 minute session of PE and maybe another 45-hour session of sport? By my calculations that’s two hours a week (if you’re lucky) still an hour off. Clearly, PE teachers face a challenging task to reach these mandated times if they are to undertake this by themselves. But how? Do we just continually blast them with the evidence? Or does the issue run deeper, like Tim Lynch (2013) suggests, arguing that schools already lack ‘suitably qualified’, that is, ‘developmentally appropriate’ knowledgeable HPE teachers due to the absence of specific courses in Australia…or [their PE teachers] are generalist classroom teachers with no HPE specialisation.” (Lynch, 2013, p.11) I'll put my hand up here. Because this is me! The 4 year trained primary school teacher with a background in PE, but no formal training. I’m the perfect example of the point Lynch is trying to make. At University, I was offered what Lynch describes as “a quasi primary HPE course where pre-service primary teachers may be able to choose electives in general sport..” (Lynch, 2013, p.11) I am fortunate I have enough of a background in sport to have kept my head above water. But what about the teachers who don't have this background? |
Brain Boost (2015) http://www.dsr.wa.gov.au/support-and-advice/research-and-policies/brain-boost-new
[1] (de Greeff et all., 2014; Hollar et al.; Shephard RJ, Lavallee H, Volle M, La Barre R & C 1994) "Let me get this straight. You want me to do less Literacy & Maths and put more Health and PE into my planner? How am I supposed to represent that data? |
Discussion
Here are some factors I think are worth discussing when trying to instill a whole school approach.
- The importance placed upon Health & Physical Activity from a Leadership standpoint.
- The presence of the PE teacher and his/her ability to be heard amongst the staff dynamic.
- The attitude of Classroom teachers & their enthusiasm for Health & PE. (Perhaps relating to own positive/negative experiences as children)
- The relationship between teachers who deliver Health & Welfare Programs and PE facilitators.
- Teaching Health & PE as a single program and not separate entities.
Lynch (2013) hits the nail on the head, in that there needs to be university courses where generalist teachers have the opportunity to specialise in developmentally appropriate primary HPE. “This will enable, in time, all schools in Australia to have classroom teachers who are prepared to teach the whole child with particular strengths and focus in physical learning as specialist HPE teachers. (Lynch, 2013, p.12) That’s great, but what about for us teachers that want to get this going now? According to McMaster (2013, p.7) it could be just as easy as generalist teachers just realising “they are in a position which makes them ideal candidates for providing developmentally appropriate, best-practise instruction in PE for the students in their care. They are best placed to identify their own strengths and weaknesses in teaching and programming in the physical domain and can seek professional learning and support, to increase their confidence and competence to teach PE.”I agree with her, in that they need support to increase their knowledge skills and become more competent and competent, but it’s also up to us as PE “champions” to inspire them to become intrinsically motivated to do so, even when understanding the other pressure they’re under. |
A simple way to begin is to join a PE hash tag on twitter and browse the Blogs and websites to which specialist teachers and academics contribute. (McMaster, 2013, p.7)
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Conclusion
In my opinion, the quickest solution to getting a whole school approach to Health and PE is from within. Your classroom teachers need to take an intrinsic active involvement in getting into action. And the simplest way to improving that quickly is for you, the PE teacher, to go back into the classroom. That might sound crazy, and I can already see experienced PE teacher being unimpressed by such a statement, but it will work. Not only will your school employ another PE teacher into the position, but you will be able to champion a whole school approach from within.
Suddenly you have two PE teachers instead of one.
If you’re not impressed with that idea, here are some other ways I think you can get your teachers more excited about getting behind a whole school approach. And by getting behind, I don’t mean just saying that H&PE is important, I mean actually putting it into practise. I love the idea that if you asked a room full of people “how important is health & PE?” they will all raise their hands. Then ask again, keep your hand up if you feel confident enough to teach it. 90% of your staff will lower their hands. Blasting evidence of the benefits into their faces isn’t going to help them get excited about health & PE. Just like our students, teachers need to feel confidence and competence within physical activity.
What do you think?
@mrstevecrowe
Suddenly you have two PE teachers instead of one.
If you’re not impressed with that idea, here are some other ways I think you can get your teachers more excited about getting behind a whole school approach. And by getting behind, I don’t mean just saying that H&PE is important, I mean actually putting it into practise. I love the idea that if you asked a room full of people “how important is health & PE?” they will all raise their hands. Then ask again, keep your hand up if you feel confident enough to teach it. 90% of your staff will lower their hands. Blasting evidence of the benefits into their faces isn’t going to help them get excited about health & PE. Just like our students, teachers need to feel confidence and competence within physical activity.
- Pay attention in PD or staff meetings about the programs your teachers are running and think of inventive ways to support them. Eg, embed literacy and maths components into games.
- Collect data on students during aths and send it out to teachers to use in maths. We did this after a whole school Skipping Sports were students could use their year level data and use it to make graphs.
- Twitter game
- Give them the bible of H&PE - https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/fmsteachermanual09.pdf
- Run PD’s regularly on games and ways to get kids active – Once a term
- Offer to swap with teachers. Why not go into their room for two sessions and let them have a go at teaching PE?
- Use afternoon sports sessions to PD staff.
What do you think?
@mrstevecrowe
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References:
Trost G & van der Mars H, 2009, Why We Should Not Cut PE, McMaster, N 2013, Generalist Teachers; ideal candidates for providing developmentally appropriate, best practice instruction in physical education in early childhood and primary settings, Active & Healthy Magazine, Vol.20 No.1 5-7 Lynch, T 2013, Health and Physical Education (HPE) teachers in primary schools: supplementing the debate, Active & Healthy Magazne, Vol.20 No3/4 10-12 Brain Boost - http://www.dsr.wa.gov.au/support-and-advice/research-and-policies/brain-boost-new/brain-boost Curry, C 2012, Why public primary schools need specialist PE teacher, Active & Healthy Magazine, 19 (2), 17-19 |