Strategies Table of Contents
Strategies to Track Student Progress in SHAPE America Standards 3 and 5
Standards 3 and 5 for the SHAPE America National
Standards for K–12 Physical Education address the
importance of maintaining a health-enhancing level
of physical activity and valuing physical activity (SHAPE
America – Society of Health and Physical Educators, 2013).
A number of helpful tools, including Godin-Shephard Leisure-Time Physical Activity Questionnaire and The Physical
Activity Enjoyment Scale (PACES) allow physical educators to assess student progress both in terms of their daily
physical activity levels and their attitudes toward physical
activity. By systematically tracking student daily physical activity levels and attitude toward physical activity, physical
education teachers will be able to more accurately determine
to what degree students in their classes are meeting SHAPE
Standards 3 and 5. In addition to providing justification for
their programs by providing objective assessment data, this
process provides useful feedback for teachers so they can reflect on the effectiveness of their instruction and consider
ways to modify their class activities.
Regular physical activity (PA) has a positive impact on
physiological and psychological health (Kilpatrick, Hebert, &
Bartholomew, 2005). Regular physical activity is associated
with decreased risk of Type-II diabetes, cancer, osteoporosis, depression, hypertension, and high cholesterol (American
College of Sports Medicine, 2006). Engaging in a physically
active lifestyle decreases the risk of obesity, a major factor in the
development of many sedentary-related diseases, and is positively correlated with lower resting heart rate, higher high density lipoprotein levels, and lower fasting blood glucose (Schilter
& Dalleck, 2010). Regular physical activity improves alertness
and enhance academic performance of K–12 students (Castelli,
Glowacki, Barcelona, Calvert, & Hwang, 2015). In addition,
physical activity appears to have a positive effect on mood, selfefficacy and self-image (Sallis, Prochaska, & Taylor, 2000).
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