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Strategies to Track Student Progress in SHAPE America Standards 3 and 5

Grant M. Hill and Bernie Goldfine

Strategies Cover May June 2020

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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