An Examination of Ohio’s Physical Education Academic Content Standard 4, Benchmark A for Grades 9-12

5 Introduction . 6 Research Purpose . 7 Literature Review.7 Physical Activity . 7 Adolescent Physical Activity and Physical Activity Barriers.8 Physical Activity and School-Based Physical Education . 11 Concerns with Physical Education . 12 Benefits of Physical Education . 13 Ohio High School Physical Education Requirements . 14 Ohio High School Physical Education Participation . 15 Ohio High School Physical Education Standards . 17 A Brief History of the PE Standards in Ohio . 19 Ohio Physical Education Standard 4, Benchmark A . 21 Methods.25 Results . 29 Teachers’ Perceptions of Standard 4, Benchmark A Assessments . 29 Student Health-Enhancing Fitness Levels . 35 Key Informant Interview.37 Discussion . 39 Teachers’ Perceptions of Standard 4, Benchmark A Assessments . 39 Student Health-Enhancing Fitness Levels . 41 EXAMINATION OF OHIO’S PE ACADEMIC CONTENT 4 Limitations . 43 Public Health Implications and Recommendations . 44 Conclusions . 45 References . 47 Appendices . 52 EXAMINATION OF OHIO’S PE ACADEMIC CONTENT 5 Abstract Objective: The purpose of this study was to describe select physical education teachers’ perceptions of the effectiveness and accuracy of the assessments for Ohio's Physical Education Academic Content Standard 4 Benchmark A in determining the fitness and physical activity levels of high school students. A secondary purpose was to describe the fitness levels of high school physical education students, based on assessment data. Methods: Participants were forty-one physical education teachers and ninety high school students from southwest Ohio. Data were collected from the teachers through an online questionnaire and from students with FITNESSGRAM testing. FITNESSGRAM data from one local school district and questionnaire data were analyzed with descriptive statistics. A key informant interview was also completed with a member of the Ohio Department of Education Physical Education Standards and Assessments committee and Physical Education faculty member at Wright State University. Results: A majority of the teachers found the assessments aligned with Ohio’s Physical Education Standard 4 Benchmark A to be effective and accurate at measuring physical fitness and activity levels of students and they were helpful to both the teachers and students in guiding the process of assessment. Results also indicated students were not achieving the optimal levels of physical fitness based on assessment data (30% of boys and 49% of girls had limited fitness levels and 61% of boys and 33% of girls had proficient fitness levels). Objective: The purpose of this study was to describe select physical education teachers’ perceptions of the effectiveness and accuracy of the assessments for Ohio's Physical Education Academic Content Standard 4 Benchmark A in determining the fitness and physical activity levels of high school students. A secondary purpose was to describe the fitness levels of high school physical education students, based on assessment data. Methods: Participants were forty-one physical education teachers and ninety high school students from southwest Ohio. Data were collected from the teachers through an online questionnaire and from students with FITNESSGRAM testing. FITNESSGRAM data from one local school district and questionnaire data were analyzed with descriptive statistics. A key informant interview was also completed with a member of the Ohio Department of Education Physical Education Standards and Assessments committee and Physical Education faculty member at Wright State University. Results: A majority of the teachers found the assessments aligned with Ohio’s Physical Education Standard 4 Benchmark A to be effective and accurate at measuring physical fitness and activity levels of students and they were helpful to both the teachers and students in guiding the process of assessment. Results also indicated students were not achieving the optimal levels of physical fitness based on assessment data (30% of boys and 49% of girls had limited fitness levels and 61% of boys and 33% of girls had proficient fitness levels). Conclusions: Results from this pilot study indicate that physical educators have positive perceptions of the assessments aligned with Ohio’s PE Standard 4 Benchmark A and find them helpful in assessing a students’ health-benefiting physical activity levels and physical fitness. Also, high school students generally have poor health-benefitting fitness levels. EXAMINATION OF OHIO’S PE ACADEMIC CONTENT 6 An Examination of Ohio’s Physical Education Academic Content Standard 4, Benchmark A for Grades 9-12 Physical education (PE) courses are taken during primary and secondary education in public and private schools and encourage psychomotor learning in a play or movement exploration setting (Anderson, 1989). In 1976, nearly 40 percent of students in public schools took part in daily PE activities (USDHHS, 2000). The number of students enrolled in PE has continued to decline over the years. As of now (December 2011), only five states require PE in every grade kindergarten through 12 th (NASPE, 2010). Though enrollment and participation declines in PE seem dramatic, there have been slight improvements that have been made in the last few years, with more states that now requiring PE for grades K-8. The 17% increase in the number of states requiring PE maybe me attributed to the growing obesity epidemic among our nation’s youth and the realization that PE may play a vital role in slowing it down (NASPE, 2010). Ohio requires that students take PE as a required part of curriculum for grades K-8 and that students in grades 9-12 complete a minimum of 120 hours of course instruction in order to graduate (Henry, 2011). The frequency of classes per week and time spent in PE class varies by school district (Henry, 2011). Physical activity is important in maintaining physical fitness and is associated with many health-related benefits (Stampfer, Hu, Manson, Rimm, & Willett, 2000). According to the US Department of Health and Human Services, adolescents need around 60 minutes of physical activity a day to receive benefits associated with physical activity (Fitness.gov, 2001). A great way for students to get this physical activity is through PE class. Quality physical education has been linked to cognitive, affective, and quality of life benefits in addition to the physical benefits for students at elementary, middle, and high school levels (NASPE, 2010). EXAMINATION OF OHIO’S PE ACADEMIC CONTENT 7 In December 2007, the Ohio State Board of Education adopted the National Association of Sport and Physical Education (NASPE) standards. These standards provide clear, rigorous expectations for all students in kindergarten through 12 th grade (Henry, 2011). Two of the six standards address physical activity and physical fitness. Standard 3 addresses physical activity and Standard 4 addresses physical fitness (NASPE, 2010). In addition to these standards, the Ohio State Board of Education adopted benchmarks and indicators for each of the standards in June 2009. A critical component of the benchmarks and indicators are assessments such as physical fitness tests.