Copyright © 2006

Copyright © 2006

National Association for Sport and Physical Educationan association of the American Alliance for Health, Physical Education,Recreation and Dance.

All rights reserved. Reproduction of this work in any form or by any electronic, mechanical, or other means,including photocopying or storage in any information retrieval system is expressly forbidden without the written permission of the publisher. Requests for permission to make copies of any part of the work should be mailed to: NASPE Publications, 1900 Association Drive, Reston, VA 20191-1599.

Address orders to: AAHPERD Publications, P.O. Box 385, Oxon Hill, MD 20750-0385, call 1-800-321-0789, or order online at www.naspeinfo.org. Order Stock No. 304-10331

ISBN: 0-88314-924-9

Printed in the United States of America.

Suggested citation for this book:

National Association for Sport and Physical Education & American Heart Association. (2006). 2006 Shapeof the nation report: Status of physical education in the USA. Reston, VA: National Association for Sportand Physical Education.

i

Table of Contents

Preface ......................................................................................................................................................................................iii

Background ................................................................................................................................................................................1

Executive Summary ...................................................................................................................................................................5

Key State Physical Education Policies Chart.............................................................................................................................10

State Profiles ............................................................................................................................................................................13

State Standards for Physical Education Chart .........................................................................................................................37

State Requirements for Teacher Certification/Licensure in Physical Education Chart .............................................................41

State Requirements for Student Assessment in Physical Education Chart .............................................................................43

Appendix A: National Standards and Guidelines for K-12 Physical Education..........................................................................45

Appendix B: Federal Legislation Impacting Physical Education ...............................................................................................47

Appendix C: The Fight for Physical Education in the States ....................................................................................................49

Appendix D: Public Policy Agenda for Physical Education Research ......................................................................................51

PREFACE iii

Preface

This project was supported by the professional members and leaders of the National Association for Sport and PhysicalEducation (NASPE), an association of the American Alliance for Health, Physical Education, Recreation and Dance(AAHPERD), and by the volunteers and leaders of the American Heart Association (AHA). NASPE and AHA are com-mitted to educating and advocating to the public and policymakers about the importance and need for quality physicaleducation programs for all children in grades K to 12. We are confident that the information in this latest edition of theShape of the Nation Report will help bring attention to the need for quality physical education programs that increasethe health, academic performance and well-being of all children.

This report provides current information on the status of physical education in each of the states and the District ofColumbia. Advocates can use this information in presentations, letters, and other means of communication with federal andstate policymakers, the media, and the general public as part of the basis for expanding and improving physical education.

This report will be available online for downloading at www.naspeinfo.org. Hard copies can also be ordered throughNASPE Publications at 1-800-213-7193, ext. 485.

NASPE and AHA would like to thank NASPE member Roberta Stokes of Miami, Florida, for her invaluable assistance and contributions to the Shape of the Nation Report.

BACKGROUND 1

Background:The Shape of Our Nation’s Children

Overweight Among Youth■ The percentage of young people who are overweight

has more than tripled since 1980. Among childrenand teens aged 6 to 19 years, 16 percent (over 9 mil-lion young people) are overweight. 1

■ About 10 percent of children aged 2 to 5 years are overweight. 2

■ Four in 10 Mexican-American and African-Americanyouth age 6 to 19 are overweight or at risk of beingoverweight. 2

■ Approximately 60 percent of obese children ages 5 to10 years have at least one cardiovascular disease riskfactor, such as elevated total cholesterol, triglycerides,insulin, or blood pressure, and 25 percent have two ormore risk factors. 3

■ Children and adolescents who are overweight by theage of 8 are 80 percent more likely to become over-weight or obese adults.

Participation in Physical Activity by Young People

■ More than a third of young people in grades 9 to 12do not regularly engage in vigorous physical activity. 4

■ One-third of young people in grades 9 to 12 get an insufficient amount of moderate to vigorous physical activity. 4

■ Over 11 percent of high school students get no moderate to vigorous physical activity. 4

■ Participation in physical activity declines as childrenget older. Sixty-nine percent of ninth graders partici-pate in vigorous physical activity on a regular basis,while only 55 percent of 12th graders participate inthe same level of activity. 4

■ Overall, among high school students, males are morephysically active than females and white students aremore active than black and Hispanic students. 4

Participation in School Physical Education

■ Nationwide, the percentage of high school studentsenrolled in physical education was 56 percent in 2003(71% of 9th graders, 61% of 10th graders, 46% of11th graders, and 40% of 12th graders). 4

■ The percentage of students who attended a daily phys-ical education class has dropped from 42 percent in1991 to 28 percent in 2003. 5

■ The percentage of schools that require physical educa-tion in each grade declines from about 50 percent ingrades 1 through 5 to 25 percent in grade 8, to only 5percent in grade 12. 6

■ Eight percent of elementary schools, 6.4 percent ofmiddle school/junior high schools, and 5.8 percent ofsenior high schools provide daily physical education orits equivalent (i.e., 150 minutes per week for elemen-tary schools; 225 minutes per week for middleschools/junior high schools and senior high schools)for the entire school year for students in all grades inthe school. 6

Public Support for Physical Education

■ Ninety-five percent of parents nationwide said that physical education should be included in theschool curriculum for all students in kindergartenthrough grade 12. 7

■ Eighty-five percent of parents and 81 percent of teach-ers believe that students should be required to takephysical education every day at every grade level and92 percent of teens said that they should receive dailyphysical education. 7

■ More than 75 percent of parents and teachers believethat school boards should not eliminate physical edu-cation for budgetary reasons or because of the need tomeet stricter academic standards. 8

2006 SHAPE OF THE NATION REPORT2

National Recommendations

School-age youth should participate daily in 60minutes or more of moderate to vigorous physicalactivity that is developmentally appropriate, enjoy-able, and involves a variety of activities.

9,10,11

All elementary school students should participatein at least 150 minutes per week of physical educa-tion, and all middle and high school students shouldparticipate in at least 225 minutes of physical educa-tion, for the entire school year. 12,13,14,15,16

Critical Elements of a QualityPhysical Education Program

1. Physical education is delivered by certified/licensedphysical education teachers.

2. Adequate time (i.e., 150 minutes per week for ele-mentary school students; 225 minutes per week formiddle and high school students) is provided forphysical education at every grade, K to 12.

3. All states develop standards for student learning inphysical education that reflect the National Standardsfor Physical Education.

4. All states set minimum standards for student achievement in physical education.

5. Successfully meeting minimum standards in physical education is a requirement for high school graduation.

Positive Physical Education Pledge (naspe, 2004)

As a highly-qualified physical education teacher, I pledge to:■ Establish a positive, safe learning environment

for all students;■ Teach a variety of physical activities that make

physical education class fun and enjoyable;■ Create maximum opportunities for students of all

abilities to be successful;■ Promote student honesty, integrity, and

good sportsmanship;■ Guide students into becoming skillful and

confident movers;■ Facilitate the development and maintenance of

physical fitness;

■ Assist students in setting and achieving personal goals;

■ Provide specific, constructive feedback to help students master motor skills;

■ Afford opportunities for students to succeed in cooperative and competitive situations; and

■ Prepare and encourage students to practice skills and be active for a lifetime

References1. Hedley, A. A., Ogden, C. L., Johnson, C. L., Carroll, M. D., Curtin,

L. R., & Flegal, K. M. (2004). Overweight and obesity among U.S.children, adolescents, and adults, 1999-2002. Journal of theAmerican Medical Association, 291(23), 2847-2850.

2. Ogden, C. L., Flegal, K. M., Carroll, M. D., & Johnson, C. L.(2002). Prevalence and trends in overweight among U.S. childrenand adolescents, 1999-2000. Journal of the American MedicalAssociation, 288(14), 1728-1732.

3. Freedman, D. S., Khan, L. K., Dietz, W. H., Srinivason, S. R., &Berenson, G. S. (2001). Relationship of childhood obesity to coro-nary heart disease risk factors in adulthood: The Bogalusa heartstudy. Pediatrics, 108(3), 712-718.

4. Grunbaum, J. A., Kann, L., Kinchen, S., Ross, J., Hawkins, J.,Lowry, R., Harris, W. A., McManus, T., Chyen, D., & Collins, J.(2004). Youth risk behavior surveillance—United States, 2003.Morbidity and Mortality Weekly Report, 53(SS-2), 1-95.

5. Centers for Disease Control and Prevention. (2004). Participationin high school physical education—United States, 1991-2003.Morbidity and Mortality Weekly Report, 53(36), 844-847.

6. Burgeson, C. R., Wechsler, H., Brener, N. D., Young, J. C., & Spain,C. G. (2001). Physical education and activity: Results from theSchool Health Policies and Programs Study, 2000. Journal ofSchool Health, 71(7), 279-293.

7. National Association for Sport and Physical Education. (2003).Parents’ views of children’s health & fitness: A summary of results[Executive summary]. Reston, VA: Author.

8. Robert Wood Johnson Foundation. (2003). National poll showsparents and teachers agree on solutions to childhood obesity[News release]. Princeton, NJ: Author.

9. Strong, W. B., Malina, R. M., Bumkie, C. J. R., Daniels, S. R.,Dishman, R. K., Gutin, B., Hergenroeder, A. C., Must, A., Nixon, P.A., Pivarnik, J. M., Rowland, T., Trost, S., & Trudeau, F. (2005).Evidence based physical activity for school-age youth. Journal ofPediatrics, 146, 732-737.

10. U.S. Department of Agriculture & U.S. Department of Health andHuman Services. (2000). Nutrition and your health: Dietary guide-lines for Americans (5th ed.). Washington, DC: Author.

11. National Association for Sport and Physical Education. (2004).Physical activity for children: A statement of guidelines for childrenages 5-12 (2nd ed.). Reston, VA: Author.

12. National Association for Sport and Physical Education. (2000).Opportunity to learn standards for elementary school physical edu-cation. Reston, VA: Author.

BACKGROUND 3

13. National Association for Sport and Physical Education. (2004).Opportunity to learn standards for middle school physical educa-tion. Reston, VA: Author.

14. National Association for Sport and Physical Education. (2004).Opportunity to learn standards for high school physical education.Reston, VA: Author.

15. National Association of State Boards of Education. (2000). Fit,healthy, and ready to learn: A school health policy guide. Part 1:Physical activity, healthy eating, and tobacco-use prevention. Alexandria, VA: Author.

16. Centers for Disease Control and Prevention. (1997). Guidelines forschool and community programs to promote lifelong physicalactivity among young people. Morbidity and Mortality WeeklyReport, 46(No. RR-6), 1-36.

EXECUTIVE SUMMARY 5

Executive Summary

Introduction

For nearly 20 years the National Association for Sportand Physical Education (NASPE) has been conductingthe Shape of the Nation Report every few years to sum-marize information for the profession and the publicregarding the status of physical education in theAmerican educational system. The preeminent nationalauthority on physical education and a recognized leaderin sport and physical activity, NASPE is partnering onthe 2006 Shape of the Nation Report with the AmericanHeart Association (AHA), a national voluntary healthagency whose mission is to reduce disability and deathfrom cardiovascular diseases and stroke. This joint proj-ect is important to both organizations because, in a timeof increasing health risks and health care costs in ourcountry, prevention is key and exemplary physical educa-tion programs must be part of the solution for inactivity,obesity, and related chronic diseases.

The challenge of the first Shape of the Nation Reportin 1987 continues in this latest survey. That is, typicallystate mandates are broad and general, leaving manyspecifics open to interpretation.

Several facts should be considered when reviewing theresults of the 2006 survey:■ There is no federal law that requires physical education

to be provided to students in the American educationsystem, nor any incentives for offering physical educa-tion programs.

■ States may set some general or minimum requirements,but individual school districts provide specific directionand may exceed the minimum recommendations.

■ Many states delegate responsibility for educationaldecisions to the local school districts.

The importance of physical education in the health ofyoung people has been a part of the health objectives forthe nation since 1990. Healthy People 2010 includesthree objectives related to school physical education:

22-8 Increase the proportion of the nation’s public andprivate schools that require daily physical educa-tion for all students.

22-9 Increase the proportion of adolescents who par-ticipate in daily school physical education.

22-10 Increase the proportion of adolescents who spendat least 50 percent of school physical educationclass time being physically active.

Purpose

The purpose of this Shape of the Nation Report is toprovide current information about the status of physicaleducation in each state and the District of Columbia inthe following areas:■ Time requirements■ Exemptions/waivers and substitutions■ Class size■ Standards, curriculum, and instruction■ Student assessment and program accountability■ Physical education teacher certification/licensure ■ National Board Certification in physical education■ State Physical Education Coordinator■ Body Mass Index (BMI) collection

This report will not only bring attention to the impor-tance of quality, daily physical education programs for allschool age children; it will also provide information thatcan be used as a basis for expanding and improvingphysical education programs in those states that needassistance. Quality physical education programs for all ofour children are the foundation for healthy, physicallyactive lifestyles as adults. The vision is that every studentwill become physically educated and thus possess theknowledge, skills, and confidence to be physically activeand healthy for a lifetime.


Methodology

During the winter of 2006, NASPE requested that phys-ical education coordinators in all 50 state educationagencies and the District of Columbia complete anonline questionnaire about physical education mandatesand practices in their state. Follow-up email messagesand phone calls achieved complete response by all 51entities. The data was reviewed and compiled into indi-vidual state profiles and summary charts. The profile foreach state was returned to the respective state educationagency representatives for confirmation of the contentand revisions as needed.

Results

Twenty years after the U.S. Congress passed HouseConcurrent Resolution 97 encouraging state and localgovernments and local education agencies to providehigh-quality daily physical education programs for allchildren in kindergarten through grade 12; 15 years afterGoals 2000 called for inclusion of physical education asan integral component of all school programs; and fiveyears after The Surgeon General’s Call to Action toPrevent and Decrease Overweight and Obesity put forthquality daily K-12 physical education for all children as akey action, inadequate progress has been made. In fact,another federal initiative, the No Child Left Behind Act(NCLB) of 2001, is threatening the amount of time avail-able for physical education. No Child Left Behind focuseson student achievement in defined core academic sub-jects. As states conduct standardized tests to hold schoolsand students accountable, content that is not tested, suchas physical education, has become a lower priority.

Since the last Shape of the Nation Report in 2001there has been a continued increase in childhood andadult overweight and obesity. Currently 16 percent (over9 million) of children and teens age 6 to 19 years areoverweight and an additional 31 percent are at risk foroverweight. Yet most states are not living up to the rec-ommendations of multiple reports and “calls to action”from the federal government and other national organi-zations regarding physical education including PhysicalActivity and Health: A Report of the Surgeon General(1996), Centers for Disease Control and Prevention’sGuidelines for Schools and Community Programs toPromote Lifelong Physical Activity Among Young People(1997), Healthy People 2010 (2000), The SurgeonGeneral’s Call to Action to Prevent and DecreaseOverweight and Obesity (2001), Institute of Medicinereport on Preventing Childhood Obesity: Health in the

Balance (2005), The Future of Children report,Childhood Obesity (2006), and positionstatements/publications from the American Academy ofPediatrics, Action for Healthy Kids, and NationalAssociation of State Boards of Education.

Even though a majority of states mandate physicaleducation, most do not require a specific amount ofinstructional time and about half allow exemptions,waivers, and/or substitutions. These “loopholes” signifi-cantly reduce the effectiveness of the mandate.

Another general pattern with differential impact onphysical education is local control of education. Somestates establish standards or very broad guidelines forcurriculum content and defer specific decisions regardingtime, class size, and student assessment to local schooldistricts or even schools. This results in very diverse pat-terns of delivery for physical education within states.

Survey highlights

Time Requirements

The majority of states mandate that students must takephysical education. Over seventy percent of states (36)mandate physical education for elementary school stu-dents, 65 percent of states (33) mandate it formiddle/junior high school students, and 83 percent ofstates (42) mandate it for high school students. Of thosewho mandate physical education for elementary schoolstudents, all (100%) require physical education in grades1, 2, 3, 4, and 5, while 94 percent require physical edu-cation in 6th grade. Of those who mandate physical edu-cation for middle/junior high school students, 91 per-cent require it in 7th grade, and 85 percent require it in8th grade. Among those who mandate physical educa-tion for high school students, 76 percent do not man-date the specific grade(s) during which physical educa-tion must be taken. For the 24 percent that do mandatethe specific grade(s), 100 percent require physical educa-tion in 9th grade, 90 percent require it in 10th grade, 70percent require it in 11th grade, and 60 percent requireit in 12th grade.

Sixty-nine percent (35) of all states mandate the num-ber of high school physical education credits that arerequired for a student to graduate. Of those 35 states, 14require one credit, eight require one-half credit, sixrequire one-and-a-half credits, six require two credits,and one (New Jersey) requires 3.75 credits.

The majority of states do not mandate a certain num-ber of minutes per week for physical education. Only 22percent of states (11) mandate minutes per week for ele-mentary schools, 14 percent of states (7) for middle/jun-

EXECUTIVE SUMMARY 7

ior high schools, and 20 percent of states (10) for highschools. Among those 11 states that mandate minutesper week for elementary schools, only two states(Louisiana, New Jersey) meet the national recommenda-tion of 150 or more minutes per week (commonly “dailyphysical education”). Six states (including the two thatrequire 150 or more minutes) require at least 90 minutesper week (commonly three days/week), and only onestate mandates less than 30 minutes per week (common-ly one day/week). Among those seven states that man-date minutes per week for middle/junior high schools,only one state (Montana) meets the national recommen-dation of 225 or more minutes per week. Four states(including the one that requires 225 or more minutes)provide at least 135 minutes per week, and only onestate mandates less than 45 minutes per week. Amongthose 10 states that mandate minutes per week for highschools, three states (Indiana, Montana, South Carolina)and the District of Columbia meet that national recom-mendation of 225 or more minutes per week. Eightstates (including the four that require 225 or more min-utes) provide at least 135 minutes per week, and onlyone state mandates less than 45 minutes per week.

Exemptions/Waivers and Substitutions

Just over one-third of states (18) grant exemptions/waivers for school districts regarding physical educationtime or credit requirements. More than half of states(27) permit school districts or schools to allow studentsto substitute other activities for their required physicaleducation credit. Among those states, the most commonallowances are for ROTC (18), interscholastic sports(17), and marching band (11).

Two states in the country—Illinois andMassachusetts—require physical education in everygrade K-12. New Jersey and Rhode Island requirephysical education in grades 1-12. However, Illinoisgrants exemptions/waivers for school districts regard-ing physical education time or credit requirements.Additionally, Illinois, Massachusetts, and New Jerseypermit school districts or schools to allow studentsto substitute other activities for their required physi-cal education credit.

Standards and Assessment

Forty-seven states and the District of Columbia havetheir own state standards for physical education. Themajority of those states address the six national standardsfor physical education within their state standards: 47

states address motor/movement skills and physical fit-ness, 46 states address knowledge and personal/socialresponsibility, and 45 states address regular participationin physical activity and 44 states address the value ofphysical activity.

Only 29 percent of states (15) require student assess-ment in physical education. Among the states that dorequire assessment, 73 percent (11) require assessment of physical fitness, 67 percent (10) require assessment ofknowledge, 60 percent (9) require assessment ofotor/movement skills, 20 percent (3) require assessmentof participation in physical activity outside of physicaleducation class, and 13 percent (2) require assessment ofpersonal/social interactions in physical education.

Online Physical Education

Almost one-fourth of states (24% or 12) allow requiredphysical education credits to be earned through onlinephysical education courses. Those states are: Alaska,Connecticut, Florida, Indiana, Kentucky, Minnesota,New Hampshire, North Dakota, Oregon, SouthCarolina, Utah, and Virginia. Of those 12 states, sixoffer online comprehensive physical education (definedas addressing all state or national physical educationstandards), and five offer an online personal fitness/well-ness course. Only two states offer online sport coursesand online weight training courses.

Among the 12 states that offer online required physicaleducation courses, six states allow all students to take thecourses, and three states allow students who request per-mission and are approved. In only seven of the 12 statesare all online courses taught only by state certified physi-cal education teachers.

Accountability

Forty-three percent of states (22) require physical educa-tion grades to be included in a student’s grade pointaverage (GPA). Sixteen states have a required compre-hensive assessment test for graduation, but none includephysical education achievement. The majority of states(89% or 45) have an educational report card; in 36 ofthose 45 states, the report card rates specific subject areasindividually, but only three of those states (California,Hawaii, Kentucky) include physical education on theirstate report card.

Teacher Certification/Licensure

All 50 states and the District of Columbia have a processfor certification/licensure of physical education teachers.The majority of states require that all who teach physical


education at the middle/junior high and high school lev-els are certified/licensed by the state in physical educa-tion (84% or 43 states for middle/junior high; 90 per-cent or 46 states for high school). However, only 57 per-cent of states (28) require this at the elementary schoollevel. Most states (84% or 43 states) have a requirementfor professional development/continuing educationhours/credits for a physical education teacher to main-tain/renew his/her certification. The most commonlength of certification is five years (66% or 29 states).

Thirty-five states (69%) grant temporary/emergencycertificates to teach middle/junior high school and highschool physical education; thirty-one states (61%) do sofor elementary school physical education. Of the 29states that have a minimum requirement for receiving atemporary/emergency certificate, 13 require a bachelorsdegree in teaching (but not in physical education), andnine require a bachelors degree in any area. In 21 states,the temporary/emergency certificate is valid for one year. In 15 states, a temporary/emergency certificate can be renewed.

Almost two-thirds of states (33) allow elementary,middle/junior high school, and high school physical education teachers to be hired using alternative certifica-tion. For this survey, alternative certification was definedas a process for allowing teachers to become certified in an area other than their major. For example if an elementary education teacher wants to become certifiedin physical education, he/she can take the state certifica-tion test, and if passed, become certified in physical edu-cation. Other professionals outside the area of educationmay take the certification test to become certified toteach physical education.

Fifty-nine percent of states (30) actively support physi-cal education teachers going through the National BoardCertification (NBC) process. Twenty-nine of those statesactively promote NBC and encourage teachers to regis-ter, and 18 states provide mentoring for teachers goingthrough the process. State support in regard to fundingall or part of the cost of the NBC process is: two statesprovide full funding for the process regardless of whetherthe teacher receives certification, six states provide fullfunding if the teacher receives certification, seven statesprovide partial funding regardless of whether the teacherreceives certification, and 11 states provide partial fund-ing if the teacher receives certification. Fourteen statesprovide NBC teachers with a higher ongoing level of paywhile 12 states provide a one-time monetary bonus tonew NBC teachers.

Body Mass Index (BMI) Collection

Currently only three states—Arkansas, California andIllinois—require schools to measure body mass index(BMI) for each student. All three states collect the datain 5th and 9th grades. Arkansas collects data at all gradelevels. California also collects the data in 7th grade, andIllinois collects it in 1st grade.

Two states require that aggregate BMI data is sent tothem from each school district and school. Two statesrequire that individual student results are sent to the stu-dents’ parents, and two states report using the data in aresearch study.

Recommendations for Action

NASPE and AHA want to remind America that“Physically active, healthy kids learn better!” School-ageyouths need at least 60 minutes of moderate to vigorousphysical activity every day.

To achieve that level of activity, NASPE and AHA rec-ommend that schools across the country make physicaleducation instruction the cornerstone of a comprehensiveschool physical activity program that also includes healtheducation, elementary school recess, after-school physicalactivity clubs and intramurals, high school interscholasticathletics, walk/bike to school programs, and staff wellnessprograms. It is particularly important that voluntary pro-grams (i.e., after school physical activity clubs, intramu-rals) are designed to attract all students, especially thosenot interested in traditional athletic programs.

Physical education is a planned instructional programwith specific objectives. An essential part of the total cur-riculum, physical education programs increase the physi-cal competence, health-related fitness, self-responsibility,and enjoyment of physical activity for all students so thatthey can establish physical activity as a natural part ofeveryday life.

For elementary school students, recess provides anopportunity for needed physical activity. Children learnhow to make decisions, cooperate, compete constructive-ly, assume leader/follower roles, and resolve conflicts byinteracting in play. Play is an essential element of chil-dren’s physical and social development.

NASPE and AHA recommend that schools and com-munities work together to offer a variety of physicalactivities as part of before- and after-school child careand recreation programs. Child care providers, recreationstaff, and coaches need training to provide developmen-tally appropriate, safe, and enjoyable activities.

EXECUTIVE SUMMARY 9

Parents need to be proactive and effective advocates forquality physical education and school physical activityprograms, and communities need to develop and pro-mote the use of safe, well-maintained and close-to-homesidewalks, bike paths, trails, and facilities for physicalactivity and sport participation. Most of all, parents andother adult role models need to set a good example bybeing active themselves.

In summary, NASPE and AHA recommend the following:1. Quality physical education is provided to all students

as an integral part of K-12 education.

2. Physical education is delivered by certified/licensedphysical education teachers.

3. Adequate time (i.e., 150 minutes per week for ele-mentary school students; 225 minutes per week formiddle and high school students) is provided forphysical education at every grade, K-12.

4. All states develop standards for student learning inphysical education that reflect the National Standards.

5. All states set minimum standards for student achievement in physical education.

6. Successfully meeting minimum standards in physical education is a requirement for high school graduation.

7. Other courses and activities that include physicalactivity should not be substituted for instructionalphysical education.

8. Physical activity is incorporated into the school day,in addition to physical education, through elementaryschool recess, physical activity breaks, physical activityclubs, special events, etc.

9. Parents monitor and support their child’s physicaleducation progress and regular participation in physical activity.

10. Communities provide and promote the use of safe,well-maintained and close-to-home sidewalks, bikepaths, trails, and recreation facilities.


State mandates elementary schoolphysical education

State mandates middle school/junior highschool physical education

State mandates high school physical education

State grants exemptions/waivers to school districts regarding physical education time or credit requirements

State permits school districts or schools to allow students to substitute other activities for required physical education credit

State has its own physical education standards

State requires student assessment in physical education

State requires physical education grades to be included in student’s GPA

State requires all who teach elementary school physical education to be certified/licensed

State requires all who teach middle school/junior high school physical education to be certified/licensed

State requires all who teach high school physical education to be certified/licensed

State requires professional development/continuing education to maintain/renew physical education teacher certification/licensure

State provides funding for professional development for physical education teachers

State actively supports the National Board Certification process

State physical education coordinator has an undergraduate or graduate degree in physical education

State physical education coordinator is assigned at least 51% of time for physical education

Key State Physical

Education Policies

and Practices

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MI MN MS MO MT NE NV NH NJ NM NY NC ND OH OK OR PA RI SC SD TN TX UT VA VT WA WV WI WY Total

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STATE PROFILES 13

State Profiles

AlabamaAmount of Required Physical Education:

The state mandates physical education in grades K-8. There is a mandate for high school physical educa-tion, but it does not specify the grade or year of partici-pation in physical education during a student’s highschool tenure.

High School Physical Education: The state requires stu-dents to take the one credit Lifelong IndividualizedFitness Education (LIFE) course to graduate.

Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers to school districts regardingphysical education time or credit requirements. However,beginning in the 2006-2007 school year, the state will nolonger grant schools or school districtsexemptions/waivers as a result of State Board ofEducation actions in 2005. The state does permit schooldistricts or schools to allow students to substitute inter-scholastic sports, ROTC, marching band, and dance fortheir required physical education credit.

Class Size: The state mandate regarding a maximumteacher-to-student ratio in K-8 is no more than 200 contacts per week, and in high school physical educationclasses it is no more than 1,000 contacts per week.

State Standards: The state has developed its own standards for physical education (see chart on page 37).

Student Assessment Requirements: The state requiresstudent assessment in physical education.

Fitness Testing: The state requires schooldistricts/schools to assess students’ physical fitness levelsusing the FITNESSGRAM protocol.

State Comprehensive Assessment Test: The state does not require a comprehensive assessment test for graduation.

Educational Report Card: The state has an educationalreport card for each school, but specific subject areas arenot rated individually.

Contact Person

Debbie WebsterState Coordinator for Physical Education Health and Physical Education SpecialistAlabama Department of Education4148 Trotters CourtAuburn, AL 36832Phone: 334-353-5714Fax: [email protected]

AlaskaAmount of Required Physical Education:

The state does not mandate physical education in elementary school or middle school/junior high school.The state mandates high school physical education, but it does not specify the grade or year of participa-tion in physical education during a student’s highschool tenure.

High School Physical Education: The state does notmandate the number of high school physical educationcredits that are required for a student to graduate.

Exemptions/Waivers/ Substitutions: The state doesnot grant exemptions/waivers for school districtsregarding physical education time or credit require-ments. The state does permit school districts or schoolsto allow students to substitute other activities for theirrequired physical education credit.

Class Size: There is no state mandate regarding a maximum teacher-to-student ratio in elementary, middle school/junior high, or high school physical education classes.


Student Assessment Requirements: The state doesnot require student assessment in physical education.

Fitness Testing: The state does not require the use of aparticular fitness test protocol in physical education.


State Comprehensive Assessment Test: The state doesrequire a comprehensive assessment test for graduation,but physical education achievement is not included onthe test.

Educational Report Card: The state has an educationalreport card for each school, and specific subject areas arerated individually. However, physical education is notincluded as one of the subject areas.

Contact Person

Todd BrociousEducation SpecialistAlaska Department of Education and Early DevelopmentP.O. Box 110500Juneau, AK 99811-0500Phone: 907-465-2887Fax: [email protected]

ArizonaAmount of Required Physical Education:

There is no state mandate for physical education in elementary, middle school/junior high, or high school.Competency in health/physical education in K-8 isrequired, but is determined at the local level.

High School Physical Education: The state does notmandate the number of high school physical educationcredits required for a student to graduate.

Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute interscholastic sports, ROTC, and dance fortheir physical education credit.



Student Assessment Requirements: The state does notrequire student assessment in physical education.


State Comprehensive Assessment Test: Beginning withthe class of 2006, the state does require a comprehensiveassessment test for graduation, but physical educationachievement is not included on the test.

Educational Report Card: The state has an educationalreport card for each school, and specific subject areas arerated individually. However, physical education is notincluded as one of the subject areas on the report card.

Contact Person

Breann WestmoreState Coordinator for Physical Education Physical Education/Health Standards CoordinatorArizona Department of Education1535 West Jefferson StreetPhoenix, AZ 85007Phone: 602-364-2371Fax: [email protected]

ArkansasAmount of Required Physical Education: The

state mandates physical education in grades K-8. There isa mandate for high school physical education, but it doesnot specify the grade or year of participation in physicaleducation during a student’s high school tenure.

High School Physical Education: The state requires one-half credit of high school physical education for astudent to graduate.

Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingthe time or credit requirement. The state does permitschool districts or schools to allow students to substitutethe following activities for their required physical educa-tion credit: interscholastic sports, ROTC, and dance.

Class Size: There is a state mandate regarding a maxi-mum teacher-to-student ratio of 1 to 30 in elementaryschool physical education classes. There is no state mandate regarding maximum teacher-to-student ratios in middle school/junior high or high school physicaleducation classes.


Student Assessment Requirements: The state doesrequire student assessment in physical education through the Physical Education Framework StudentLearning Expectations.


State Comprehensive Assessment Test: The state does not require a comprehensive assessment test forgraduation.

STATE PROFILES 15


Contact Person

Tammy HarrellState Coordinator for Physical Education Physical Education and Health SpecialistArkansas Department of Education#4 Capitol Mall, Room 202-ALittle Rock, AR 72201Phone: 501-683-0906Fax [email protected]

CaliforniaAmount of Required Physical Education:

The state mandates physical education in grades 1 to 12, but allows local districts to exempt high schoolstudents from physical education for any two years ingrades 10 to 12.

High School Physical Education: The state requires two credits of high school physical education for a student to graduate.

Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time when the school implements ablock schedule. The waiver requires schools to meet sixcriteria that provide essential elements of physical educa-tion instruction. The state does not permit school dis-tricts or schools to allow students to substitute otheractivities for their required physical education credit.



Student Assessment Requirements: The state doesrequire student assessment in physical education.

Fitness Testing: The state requires schooldistricts/schools to assess students’ physical fitness levelsusing the FITNESSGRAM protocol.


Educational Report Card: The state has an educationalreport card for each school, and specific subject areas arerated individually, including physical fitness test results.

Contact Person

Dianne Wilson-GrahamState Coordinator for Physical Education Physical Education ConsultantCalifornia Department of Education1430 N Street, Suite 4309Sacramento, CA 95814Phone: 916-319-0280Fax: [email protected]

ColoradoAmount of Required Physical Education:

There is no state mandate for physical education in ele-mentary, middle school/junior high school or high school.


Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts or schools to allow studentsto substitute other activities for their required physicaleducation credit.






Educational Report Card: The state has an educationalreport card for each school, and specific subject areas arerated individually. However, physical education achieve-ment is not included as one of the subject areas on thereport card.

Contact Person

Lisa K. PerryState Coordinator for Physical Education


Senior ConsultantColorado Department of Education 201 E. Colfax AvenueDenver, CO 80203Phone: 303-866-6853Fax: [email protected]

ConnecticutAmount of Required Physical Education:

There is no state mandate for physical education in ele-mentary, middle school/junior high school or high school.

High School Physical Education: The state requires one credit of high school physical education for a stu-dent to graduate.

Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes not permit school districts or schools to allow stu-dents to substitute other activities for their requiredphysical education credit.




Fitness Testing: The state requires schooldistricts/schools to assess students’ physical fitness levelsusing the state-developed Connecticut Physical FitnessAssessment, Second Generation.

State Comprehensive Assessment Test: The state doesnot require a comprehensive assessment test for graduation.

Educational Report Card: The state has an educationalreport card for each school, and specific subject areas arerated individually. However, physical education is notone of the subject areas on the report card.

Contact Person

Jean MeeState Coordinator for Physical Education Health and Physical Education ConsultantConnecticut Department of Education25 Industrial Park RoadMiddletown, CT 06457

Phone: 860-807-2082Fax: [email protected]

DelawareAmount of Required Physical Education:

The state mandates physical education in grades K to 8. There is a mandate for high school physical edu-cation, but it does not specify the grade or year of partic-ipation in physical education during a student’s highschool tenure.

High School Physical Education: The state requires one credit of high school physical education for a student to graduate.








Contact Person

John RayState Coordinator for Physical EducationEducation Specialist, Physical EducationDelaware Department of Education401 Federal Street, Suite 2Dover, DE 19901Phone: 302-735-4193Fax: [email protected]

STATE PROFILES 17

District of ColumbiaAmount of Required Physical Education:

The District mandates physical education in gradesPre-K to 10.

High School Physical Education: The District requiresone and one-half credits of high school physical educa-tion for a student to graduate. Of those, one-half creditis a required health course.

Exemptions/Waivers/ Substitutions: The District doesgrant exemptions/waivers for schools regarding physicaleducation time or credit requirements. The District doesnot permit schools to allow students to substitute otheractivities for their required physical education credit.

Class Size: There is a District mandate regarding a maximum teacher-to-student ratio of 1 to 25 in elementary school physical education classes; in middleschool/junior high school and high school, a ratio of 1 to 30 is mandated.

State Standards: The District has developed its ownstandards for physical education (see chart on page 37).

Student Assessment Requirements: The District doesnot require student assessment in physical education.

Fitness Testing: The District does not require the use ofa particular fitness test protocol in physical education.

State Comprehensive Assessment Test: The Districtdoes not require a comprehensive assessment test for graduation.

Educational Report Card: The District does not have aneducational report card for each school.

Contact Person

Barbara RockwoodDistrict Coordinator for Physical Education Executive Director of Health, Physical Education, andAthleticsDistrict of Columbia Public Schools825 N. Capitol Street, NEWashington, DC 20002Phone: 202-442-5638Fax: [email protected]

FloridaAmount of Required Physical Education:

There is no state mandate for physical education in elementary school or in middle school/junior highschool. There is a mandate for high school physical education, but it does not specify the grade or year of

participation in physical education during a student’shigh school tenure.

High School Physical Education: The state requires onecredit of high school physical education for a student tograduate, of which one-half credit is a required “personalfitness/wellness” course.

Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time and credit requirements. Thestate does permit school districts and schools to allowstudents to substitute interscholastic sports, ROTC, andmarching band for physical education credit.







Contact Person

Lillian FinnState Coordinator for Physical Education Physical Education CoordinatorFlorida Department of Education325 West Gaines Street, Suite 554Tallahassee, FL 32399Phone: 850-245-0480Fax: [email protected]

GeorgiaAmount of Required Physical Education:

The state mandates physical education in gradesK to 5. There is no mandate for middle school/juniorhigh school. There is a mandate for high school physicaleducation, but it does not specify the grade or year ofparticipation in physical education during a student’shigh school tenure.


High School Physical Education: The state requires onecredit of high school physical education for a student tograduate, which is met by a required one-credit “personalfitness/wellness” course.

Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute ROTC for physical education credit.

Class Size: The state mandate regarding a maximumteacher-to-student ratio in elementary, middleschool/junior high school and high school physical edu-cation classes is 1 to 40.






Contact Person

Stephen PruittState Coordinator for Physical Education Science and Mathematics Program ManagerGeorgia Department of Education1754 Twin Towers EastAtlanta, GA 30334Phone: 404-656-0478Fax: [email protected]

HawaiiAmount of Required Physical Education:

The state mandates physical education in grades K to 5.There is no mandate for physical education in middleschool/junior high school. There is a mandate for highschool physical education, but it does not specify thegrade or year of participation in physical education dur-ing a student’s high school tenure.

High School Physical Education: The state requires onecredit of high school physical education for a student to

graduate. Of those, one-half credit is a required PhysicalEducation Lifetime Fitness course.







Educational Report Card: The state has an educationalreport card for each school in which specific subject areasare rated individually, and physical education is includedas one of the subject areas on the report card.

Contact Person

Donna EdeState Coordinator for Physical EducationEducational Specialist Health and Physical EducationHawaii Department of Education475 22nd AvenueHonolulu, Hawaii 96816Phone: 808-735-8227 ext. 303Fax: [email protected]

IdahoAmount of Required Physical Education:

The state mandates physical education in grades K to 8. There is no mandate for physical education inhigh school.


Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The state

STATE PROFILES 19

does not permit school districts or schools to allow stu-dents to substitute other activities for their requiredphysical education credit.






Educational Report Card: The state does not have aneducational report card for each school.

Contact Person

Barbara EisenbarthHealth Education CoordinatorIdaho Department of Education650 West State StreetBoise, ID 83720Phone: 208-332-6950Fax: [email protected]

IllinoisAmount of Required Physical Education: The

state mandates physical education in grades K to 12.


Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statepermits school districts or schools to allow students tosubstitute interscholastic sports, ROTC, and marchingband for physical education credit.







Contact Person

Glenn SteinhausenState Coordinator for Physical Education Education ConsultantIllinois State Board of Education100 North First Street, C-215Springfield, IL 62777-0001Phone: 217-557-7323Fax: [email protected]

IndianaAmount of Required Physical Education: There

is no state mandate for physical education in elemen-tary or middle school/junior high school. Students musthave physical education as a part of a balanced curricu-lum, but there is no year or grade specified. There is amandate for high school physical education, but it doesnot specify the grade or year of participation in physicaleducation during a student’s high school tenure.

High School Physical Education: The state requires twocredits of high school physical education for a student tograduate. Personal fitness/wellness is contained withinthese two credits.







State Comprehensive Assessment Test: The state doesnot require a comprehensive assessment test for graduation.


Contact Person

Suzanne CrouchState Coordinator for Physical Education Director, Coordinated School Health ProgramIndiana Department of EducationRoom 229, State HouseIndianapolis, IN 46204Phone: 317-232-9003Fax: [email protected]

IowaAmount of Required Physical Education:

There is no state mandate for physical education in ele-mentary school or in middle school/junior high school.The state mandates that physical education be offered ingrades 9 to 11, but it does not require students to takephysical education in any specific grade or year of a stu-dent’s high school tenure.

High School Physical Education: The state does notmandate the number of credits of high school physicaleducation required for a student to graduate.

Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingthe time or credit requirement. The state does permitschool districts and schools to allow students to substi-tute interscholastic sports and ROTC, and other activi-ties at the discretion of the district, for physical educa-tion credit.


State Standards: The state has not developed its ownstandards for physical education.





Contact Person

Ed ThomasState Coordinator for Physical Education Health and Physical Education ConsultantIowa Department of EducationGrimes State Office BuildingDes Moines, IA 50319Phone: 515-281-3933Fax: [email protected]

KansasAmount of Required Physical Education: The statemandates physical education in grades 1 to 6. There isno mandate for physical education in middle school/jun-ior high school. There is a mandate for high school phys-ical education, but it does not specify the grade or yearof participation in physical education during a student’shigh school tenure.


Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes not permit school districts or schools to allow stu-dents to substitute other activities for their requiredphysical education credit.





STATE PROFILES 21



Contact Person

Darrel LangState Coordinator for Physical Education Health and Physical Education ConsultantKansas Department of Education120 SE 10th AvenueTopeka, KS 66801Phone: 785-296-6716Fax: [email protected]

KentuckyAmount of Required Physical Education:

There is no state mandate for physical education in elementary school or middle school/junior high school. There is a mandate for high school physical education, but it does not specify the grade or year ofparticipation in physical education during a student’shigh school tenure.

High School Physical Education: Students in highschool must complete a one-half credit basic physicaleducation course for graduation.

Exemptions/Waivers/ Substitutions: The state does not grant exemptions/waivers for school districts regard-ing physical education time or credit requirements. Thestate does permit school districts and schools to allowstudents to substitute ROTC for their required physicaleducation credit.






Educational Report Card: The state has an educationalreport card for each school, and specific subject areas arerated individually, including physical education.

Contact Person

Robin WalkerState Coordinator for Physical Education Practical Living/Vocational Studies CoordinatorKentucky Department of Education500 Mero StreetFrankfort, KY 40601Phone: 502-564-2106Fax: [email protected]

LouisianaAmount of Required Physical Education:

The state mandates physical education ingrades K to 8. There is a mandate for high school physi-cal education, but it does not specify the grade or year ofparticipation in physical education during a student’shigh school tenure.

High School Physical Education: The state requires oneand one-half credits of high school physical educationfor a student to graduate.

Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time or credit requirements only forhealth reasons. The state does permit school districts andschools to allow students to substitute ROTC for theirrequired physical education credit.

Class Size: The state mandate regarding a maximumteacher-to-student ratio is 1 to 40 in elementary, middle school/junior high, and high school physical education classes.







Contact Person

Ann WilsonState Coordinator for Physical Education Program CoordinatorLouisiana Department of EducationP. O. Box 94064Baton Rouge, LA 70804-9064Phone: 225-342-0140Fax: [email protected]

MaineAmount of Required Physical Education: The state

mandates physical education in grades K to 8. There is amandate for high school physical education, but it doesnot specify the grade or year of participation in physicaleducation during a student’s high school tenure.



Class Size: The state mandate regarding a maximumteacher-to-student ratio in elementary school is 1 to 25;in middle school/junior high and high school physicaleducation classes it is 1 to 30.






Contact Person

TBAPhysical Education ConsultantMaine Department of Education23 State House Station

Augusta, ME 04333Phone: TBAFax: 207-624-6691

MarylandAmount of Required Physical Education:

The state mandates physical education in grades K to 8.There is a mandate for high school physical education, butit does not specify the grade or year of participation inphysical education during a student’s high school tenure.









Contact Person

TBAMaryland State Department of Education200 W. Baltimore StreetBaltimore, MD 21201Phone: 410-767-0327Fax: 410-333-2202

STATE PROFILES 23

MassachusettsAmount of Required Physical Education:

The state mandates physical education in grades K to 12.


Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute interscholastic sports, community sports,ROTC, marching band, dance, or other activities forrequired physical education credit.







Contact Person

Holly AlperinCoordinator of Comprehensive Health EducationMassachusetts Department of Education350 Main StreetMalden, MA 02148Phone: 781-338-6308Fax: [email protected]

MichiganAmount of Required Physical Education:

There is a state mandate that requires health and physicaleducation be provided; however, it does not specify thegrade levels for which it must be provided.


Exemptions/Waivers/ Substitutions: The state does not grant exemptions/waivers for school districts regard-ing physical education time or credit requirements. Thestate does permit school districts or schools to allow stu-dents to substitute interscholastic sports, communitysports, ROTC, marching band, dance, and other activi-ties designated by districts for their required physicaleducation credit.







Contact Person

Kyle GuerrantSupervisorMichigan Department of Education608 West Allegan StreetP.O. Box 30008Lansing, MI 48909Phone: 517-335-0565Fax: [email protected]

MinnesotaAmount of Required Physical Education:

The state mandates physical education in grades K to 8. There is a mandate for high school physical education, but it does not specify the grade or year ofparticipation in physical education during a student’shigh school tenure.



Exemptions/Waivers/ Substitutions: The state does notgrant any exemptions/waivers for school districts regard-ing the time or credit requirement. The state does notpermit school districts or schools to allow students tosubstitute other activities for their required physical edu-cation credit.







Contact Person

Mary Thissen-MilderState Coordinator for Physical Education State Director for Health and Physical EducationMinnesota Department of Education1500 Highway 36 WestRoseville, MN 55113Phone: 651-582-8505Fax: [email protected]

MississippiAmount of Required Physical Education:

The state mandates physical education in gradesK to 8. There is no mandate for physical education inhigh school.


Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regarding

physical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute interscholastic sports and marching bandfor physical education credit.







Contact Person

Shane McNeillState Coordinator for Physical Education Director, Coordinated School Health ProgramMississippi Department of EducationP.O. Box 771Jackson, MS 39205-0771Phone: 601-359-1737Fax: [email protected]

MissouriAmount of Required Physical Education:

The state mandates physical education in grades K to 8. There is a mandate for high school physi-cal education, but it does not specify the grade or year of participation in physical education during a student’shigh school tenure.



STATE PROFILES 25

Class Size: The state mandates a maximum teacher-to-student ratio of 1 to 25 in grades K-2; 1 to 27 in grades3-4; 1 to 30 in grades 5-6; 1 to 33 in grades 7-8; and 1to 45 in grades 9-12.






Contact Person

Walt BrownCoordinator, Curriculum and AssessmentMissouri Department of Elementary and SecondaryEducationP.O. Box 480Jefferson City, MO 65102Phone: 573-751-0682Fax: [email protected]

MontanaAmount of Required Physical Education: The state

mandates physical education in grades K to 8. There is amandate for high school physical education, but it doesnot specify the grade or year of participation in physicaleducation during a student’s high school tenure.



Class Size: The state mandate regarding a maximumteacher-to-student ratio is 1 to 20 in grades K-2; 1 to 28in grades 3-4; and 1 to 30 in grades 5-12.






Contact Person

Susan CourtState Coordinator for Physical EducationHIV/AIDS/STD Education SpecialistMontana Office of Public InstructionP.O. Box 202501Helena, MT 59620-2501Phone: 406-444-3178Fax: [email protected]

NebraskaAmount of Required Physical Education: The statemandates physical education in grades K to 8. There isno mandate for physical education in high school.



Class Size: There is no state mandate regarding a maximum teacher to student ratio in elementary, middle school/junior high, or high school physical education classes.







Contact Person

Julane HillState Coordinator for Physical Education Program SpecialistNebraska Department of Education301 Centennial Mall SouthLincoln, NE 68509Phone: 402-471-4352Fax: [email protected]

NevadaAmount of Required Physical Education: The

state does not mandate physical education in ele-mentary school. The state mandates physical educationin middle school/junior high school and high school, butit does not specify the grade or year of participation inphysical education during those years.


Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute ROTC, marching band, and cheerleadingfor their required physical education credit.

Class Size: There is no state mandate regarding a maximum teacher-to-student ratio in elementary, middle school/junior high school, or high school physical education classes.






Contact Person

Robinette J. BaconSchool Health CoordinatorNevada Department of Education1749 Moody Street, Suite 40Carson City, NV 89706-2543Phone: 775-687-7290Fax: [email protected]

New HampshireAmount of Required Physical Education:



Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit local districts to allow students to substitute“extended learning,” (activities provided outside of theregular school day that align with the local physical edu-cation curriculum) to meet the physical educationrequirements in middle and high school. This mandatereflects local control practices in New Hampshire.

Class Size: The state mandate regarding a maximumteacher-to-student ratio is 1 to 30 in elementary, middle school/junior high school, and high school physical education classes.





STATE PROFILES 27


Contact Person

Marcia McCaffreyArts ConsultantNew Hampshire Department of Education 101 Pleasant StreetConcord, NH 03301Phone: 603-271-3193Fax: [email protected]

New JerseyAmount of Required Physical Education: The

state mandates physical education for all students ingrades 1 to 12.

High School Physical Education: The state requiresthree and three-quarter credits of health and physicaleducation during high school for a student to graduate.

Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statepermits local boards of education to develop policies thatallow high school students to achieve the New JerseyComprehensive Health and Physical Education CoreCurriculum Standards through alternative activities (e.g.,interscholastic athletics).







Contact Person

James McCallState Coordinator for Physical Education Coordinator – Health and Physical EducationNew Jersey Department of Education100 Riverview Executive PlazaBox 500Trenton, NJ 08625Phone: 609-777-4809Fax: [email protected]

New MexicoAmount of Required Physical Education: The

state mandates physical education in grades K to 5, andin grades 7 and 9.


Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts and schools to provide “alter-native credit” for physical education if the local schooldistrict aligns the course with, and shows that the coursemeets, the New Mexico Physical Education ContentStandards and its benchmarks and performance stan-dards. Additionally, the alternative credit must beapproved by the local school board.

Class Size: There is no state mandate regarding a maximum teacher-to-student ratio in elementary school.The middle school/junior high and high school physicaleducation student ratio is no more than 160 students per day.




State Comprehensive Assessment Test: The state doesrequire a comprehensive assessment test for graduationbut physical education achievement is not included onthe test.

Educational Report Card: The state has an educationalreport card for each school, and specific subject areas arerated individually. However, physical education is notincluded in the report card. The state is in the process of


developing a Healthy Schools report card for schools inwhich physical education will be included.

Contact Person

Kristine M. MeurerState Coordinator for Physical Education Director, School and Family Support BureauNew Mexico Public Education Department5600 Eagle Rock Avenue, Room 201Albuquerque, NM 87113Phone: 505-222-4748Fax: [email protected]

New YorkAmount of Required Physical Education:

The state mandates physical education in grades K to 12.

High School Physical Education: The state requires twocredits of high school physical education for a student tograduate. Of those, one-half credit is a required “personalfitness/wellness” course.








Contact Person

Patricia KocialskiState Coordinator for Physical Education: Associate in Physical EducationNew York Department of Education

89 Washington Avenue, Room 320EBAlbany, NY 12234Phone: 518-474-5922Fax: [email protected]

North CarolinaAmount of Required Physical Education: The statemandates physical education in grades K to 8. There is amandate for high school physical education, but it doesnot specify the grade or year of participation in physicaleducation during a student’s high school tenure.



Class Size: The state mandate regarding a maximumteacher-to-student ratio in elementary school, middleschool/junior high school and high school in a full-sizegym is two teachers to 50 students. Classes can beexpanded until the standard course of study is in jeopardy of not being taught; then the class size may not be waived.






Contact Person

Kymm BallardState Coordinator for Physical Education Physical Education ConsultantNorth Carolina Department of Public Instruction6344 Mail Service CenterRaleigh, NC 27699-6344

STATE PROFILES 29

Phone: 919-807-3858Fax: [email protected]

North DakotaAmount of Required Physical Education:

There is no state mandate for physical education in ele-mentary school, middle school/junior high school orhigh school. School districts decide their own curricu-lum, graduation requirements, policies, and assessmentsfor physical education.









Contact Person

Drinda OlsenCoordinator, Coordinated School HealthNorth Dakota Department of Public Instruction600 E. Boulevard AvenueBismarck, ND 58505-0440Phone: 701-328-2269Fax: [email protected]

OhioAmount of Required Physical Education: The statemandates physical education in grades K to 8. There is amandate for high school physical education, but it doesnot specify the grade or year of participation in physicaleducation during a student’s high school tenure.


Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute activities for physical education.







Contact Person

Jane EnsignDirector, Office of Curriculum and InstructionOhio Department of Education25 S. Front Street.Columbus, OH 43215Phone: 614-387-0396Fax: [email protected]

OklahomaAmount of Required Physical Education: The statemandates physical education in grades K to 5. There isno state mandate for physical education in middleschool/junior high school or high school.



Exemptions/Waivers/ Substitutions: The state does notallow districts to grant exemptions/waivers regardingphysical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute interscholastic sports for their requiredphysical education credit.

Class Size: There is no state mandate regarding a maximum teacher-to-student ratio in elementary school,middle school/junior high, or high school physical education classes.






Contact Person

Judy G. DuncanCo-Director, Comprehensive HealthOklahoma Department of Education2500 North Lincoln Boulevard, Suite 315Oklahoma City, OK 73105-4599Phone: 405-521-6645Fax: [email protected]

OregonAmount of Required Physical Education: The

state does not mandate physical education in elementaryschool or middle school/junior high school. There is amandate for high school physical education, but it doesnot specify the grade or year of participation in physicaleducation during a student’s high school tenure.


Exemptions/Waivers/ Substitutions: The state does not grant any exemptions/waivers for school districtsregarding the time or credit requirement. The state does permit local school districts to allow students tosubstitute activities for their required physical educationcredit if the activities align with the Oregon AcademicContent Standards.







Contact Person

Margaret BatesState Coordinator for Physical Education Education SpecialistOregon Department of Education255 Capitol Street, NESalem, OR 97310Phone: 503-378-2600 x4503Fax: [email protected]

PennsylvaniaAmount of Required Physical Education: The statemandates physical education in grades K to 6. There is amandate for middle school and high school physical edu-cation, but it does not specify the grade or year of partic-ipation in physical education.


Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes not permit school districts or schools to allow stu-

STATE PROFILES 31

dents to substitute other activities for their requiredphysical education credit.







Contact Person

Shirley A. BlackState Coordinator for Physical Education Health and Physical Education AdvisorPennsylvania Department of Education333 Market Street, 8th FloorHarrisburg, PA 17126Phone: 717-772-0067Fax: [email protected]

Rhode IslandAmount of Required Physical Education: The

state mandates physical education in elementary school,middle school/junior high school and high school.









Contact Person

Jan MerminHealth Education SpecialistRhode Island Department of Education255 Westminster StreetProvidence, RI 02903Phone: 401-222-8954Fax: [email protected]

South CarolinaAmount of Required Physical Education: The

state mandates physical education in grades 1 to 8. Thereis a mandate for high school physical education, but itdoes not specify the grade or year of participation inphysical education during a student’s high school tenure.

High School Physical Education: Students in grades 9to 12 must take one credit of high school physical educa-tion to graduate. This is met by taking a one-half creditpersonal fitness wellness course and a one-half credit life-time sports course.

Exemptions/Waivers/ Substitutions: The state does not grant exemptions/waivers for school districts regard-ing physical education time or credit requirements. The state does permit school districts and schools toallow students to substitute ROTC for their requiredphysical education credit.

Class Size: The state mandate regarding a maximumteacher-to-student ratio in elementary school physicaleducation classes is 1 to 35; in middle school/junior highand high school physical education classes it is 1 to 40.






Educational Report Card: The state has an educationalreport card for each school, and specific subject areas arerated individually. However, physical education is cur-rently not included as one of the subject areas on thereport card. It will be included on the educational reportcard beginning in 2006-2007.

Contact Person

Ruth F. EarlsState Coordinator for Physical Education Physical Education/Driver Education AssociateSouth Carolina Department of Education1421 Senate Street, Room 801CColumbia, SC 29201Phone: 803-734-8099Fax: [email protected]

South DakotaAmount of Required Physical Education:

The state does not mandate physical education in ele-mentary school or middle school/junior high school. Thestate mandates physical education or health education inhigh school, but it does not specify the grade or year ofparticipation during a student’s high school tenure.

High School Physical Education: The state requires one-half credit of high school physical education or healtheducation for a student to graduate.







Educational Report Card: The state has an educationalreport card for each school, but only math and readingare rated individually. Physical education is not includedas one of the subject areas on the state educational report card.

Contact Person

Kari SengerDirector, Coordinated School HealthSouth Dakota Department of Education700 Governors DrivePierre, SD 57501Phone: 605-773-4257Fax: [email protected]

TennesseeAmount of Required Physical Education: The statemandates physical education in grades K to 8. There is amandate for high school physical education, but it doesnot specify the grade or year of participation in physicaleducation during a student’s high school tenure.

High School Physical Education: The state requires students to take a one-credit lifetime wellness course.

Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute ROTC for their required physical educationcredit.

Class Size: The state mandate regarding a maximumteacher-to-student ratio is 1 to 35 in elementary schoolphysical education classes; it is 1 to 40 in middleschool/junior high school and high school physical education classes.




STATE PROFILES 33



Contact Person

Connie Hall GivensDirector of Coordinated School HealthTennessee Department of Education710 James Robertson ParkwayAndrew Johnson Tower, 5th FloorNashville, TN 37423Phone: 615-253-6029Fax: [email protected]

TexasAmount of Required Physical Education:

The state does not mandate physical education in elementary school or middle school/junior highschool. There is a mandate for high school physical education, but it does not specify the grade or year of participation in physical education during a student’shigh school tenure.

High School Physical Education: The state requires oneand one-half credits of high school physical educationfor a student to graduate. Of these, one-half credit is arequired “personal fitness/wellness” course.

Exemptions/Waivers/ Substitutions: The state doesgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The state permits school districts and schools to allow students to substitute interscholastic sports, communitysports activities, ROTC, marching band, dance, cheer-leading, drill team (fall only), and two to three creditwork-based career and technology courses for physicaleducation credit.







Contact Person

Marissa Rathbone State Coordinator for Physical EducationDirector of Health and Physical EducationTexas Education Agency 1701 Congress Avenue Austin, TX 78701Phone: 512-463-9581Fax: [email protected]

UtahAmount of Required Physical Education:


High School Physical Education: The state requires oneand one-half credits of high school physical educationfor a student to graduate. Of these, one-half credit is arequired “personal fitness/wellness” course.

Exemptions/Waivers/ Substitutions: The state does not grant exemptions/waivers for school districts regard-ing physical education time or credit requirements. The state permits school districts or schools to allow students to substitute interscholastic sports for one of the three credits required for graduation.

Class Size: There is no state mandate regarding a maximum teacher to student ratio for elementary school physical education. The state mandate regarding a maximum teacher-to-student ratio is 1 to 40 for middle school/junior high and high school physical education classes.







Contact Person

Frank WojtechState Coordinator for Physical Education Health/Physical Education Curriculum SpecialistUtah State Office of Education250 East 500 South/P.O. Box 144200Salt Lake City, UT 84114-4200Phone: 801-538-7732Fax: [email protected]

VermontAmount of Required Physical Education: The state

mandates physical education in elementary school andmiddle school/junior high school. There is a mandate forhigh school physical education, but it does not specifythe grade or year of participation in physical educationduring a student’s high school tenure.


Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute interscholastic sports for their requiredphysical education credit.



Student Assessment Requirements: The state doesrequire student assessment in physical education at thelocal education agency level.




Contact Person

Lindsay SimpsonState Coordinator for Physical Education Physical Education ConsultantVermont Department of Education120 State StreetMontpelier, VT 05620Phone: 802-828-1461Fax: [email protected]

VirginiaAmount of Required Physical Education: The state does mandate physical education and health in grades K to 7. There is a mandate for high school physical education, but it does not specify the grade or year ofparticipation in physical education during a student’shigh school tenure.


Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes permit school districts and schools to allow studentsto substitute other activities for their required physicaleducation credit, based on local district policy.

Class Size: There is no state mandate regarding a maximum teacher-to-student ration in elementary school physical education classes. The maximum teacher-to-student ratio in middle school/junior highand high school physical education classes is 1,000 student contacts per week.




STATE PROFILES 35



Contact Person

Vanessa C. WigandState Coordinator for Physical Education Principal Specialist for Health Education, Physical Educationand Driver EducationVirginia Department of EducationP.O. Box 2120Richmond, VA 23218Phone: 804-225-3300Fax: [email protected]

WashingtonAmount of Required Physical Education: The

state mandates physical education in grades 1 to 8. Thereis a mandate for high school physical education, but itdoes not specify the grade or year of participation inphysical education during a student’s high school tenure.


Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers for school districts regardingphysical education time or credit requirements. The statedoes not permit school districts or schools to allow stu-dents to substitute activities for their required physicaleducation credit.





State Comprehensive Assessment Test: The state doesrequire a comprehensive assessment test for graduation,

but physical education achievement is not included onthe test.


Contact Person

Lisa RakozState Coordinator for Physical EducationProgram Supervisor, Health and FitnessWashington Office of Superintendent of Public InstructionP.O. Box 47200Olympia, WA 98505Phone: 360-725-4977Fax: [email protected]

West VirginiaAmount of Required Physical Education:



Exemptions/Waivers/ Substitutions:The state doesgrant exemptions/waivers for school districts regardingphysical education time and credit requirements. The state does not permit school districts or schools toallow students to substitute other activities for physicaleducation credit.

Class Size: The state mandate regarding a maximumteacher-to-student ratio is 1 to 25 in elementary schoolphysical education classes. There is no mandate for middle school/junior high and high school physical education classes.



Fitness Testing: School districts/schools are required toassess students’ physical fitness levels using the FIT-NESSGRAM protocol.




Contact Person

Bane McCrackenState Coordinator of Physical EducationWest Virginia Department of EducationRoute #2, Box 169COna, WV 25545Phone: 304-743-4481Fax: [email protected]

WisconsinAmount of Required Physical Education:



Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers or substitution of other activi-ties for school districts regarding physical education timeor credit requirements. The state does not permit schooldistricts or schools to allow students to substitute otheractivities for physical education credit.







Contact Person

Jon Wayne HisgenState Coordinator for Physical Education

Health and Physical Education ConsultantWisconsin Department of Public InstructionP. O. Box 7841125 Webster St.Madison, WI 53707-7841Phone: 608-267-9234Fax: [email protected]

WyomingAmount of Required Physical Education:

There is no state mandate for physical education in elementary, middle school/junior high school, or high school.


Exemptions/Waivers/ Substitutions: The state does notgrant exemptions/waivers or substitution of other activi-ties for school districts regarding physical education timeor credit requirements. The state does not permit schooldistricts or schools to allow students to substitute otheractivities for physical education credit.







Contact Person

Gerry MaasState Coordinator for Physical Education Director, Health and SafetyWyoming Department of Education2300 Capitol AvenueCheyenne, WY 82002Phone: 307-777-6282Fax: [email protected]

STATE STANDARDS FOR PHYSICAL EDUCATION 37

State Standards for

Physical Education

The following 47 states and the District of Columbia reported that they have developed their own state standards for physical education. The chart below indicates what areas are covered by those standards. Iowa, Minnesota, and Ohio indicated that they have not developed their own state standards.

State Title Year last Motor/ Knowledge and Regular Development/ Personal Valuingpublished/ movement application of participation in maintenance of and social physical

revised skills movement concepts, physical activity physical fitness responsibility activityprinciples, strategies,

tactics

AL Course of Study: 2003 • • • • • •Physical Education

AK Skills for a Healthy Life 1999 •

AZ Comprehensive 1997 • • • • • •Health/Physical Education Standards

AR Arkansas Physical 2005 • • • • • •Education and Health Curriculum Frameworks

CA Physical Education 2005 • • • • • •Model Content Standards for California Public Schools

CO Colorado Model 1997 • •Content Standards

CT A Guide to K-12 2000 • • • • • •Program Development in Physical Education

DE Delaware Standards 2001 • • • • • •and Frameworks for Physical Education

DC District of Columbia 1999 • • • • • •Public Schools Health & Physical Education Standards

FL Sunshine State 1998 • • • • • •Standards

GA Quality Core Curriculum 1998 • • • • • •

HI Hawaii Content 2005 • • • • •and Performance Standards III

ID Standards for 2006 • • • • • •Physical Education

IL Illinois Learning 1997 • • • • • •Standards




tactics

IN Indiana Academic 2002 • • • • • •Standards for Physical Education

KS Kansas Department of 2006 • • • • • •Education Standards for Physical Education

KY Program of Studies 2005 • • • • • •and Core Content for Assessment

LA Louisiana Physical 2002 • • • • • •Education Content Standards: Bulletin 102

ME Maine Learning Results 1997 • • • • •

MD Code of Maryland 2005 • • • • • •Regulations for Physical Education

MA Massachusetts 1999 • • • • • •Comprehensive Health Curriculum Frameworks

MI Physical Education 1998 • • • • • •Content Standards and Benchmarks

MS 2006 Mississippi 2006 • • • • • •Physical Education Framework

MO Show-me Standards and 1997 • • • • • •Curriculum Frameworks

MT Accreditation Standards 2001 • • • • • •– Student Content and Performance Standards

NE Nebraska Physical Currently • • • • • •Education Essential inLearnings Revision

NV Physical Education 2000 • • • • • •Standards

NH New Hampshire 2005 • • • • • •Curriculum Guidelines for Physical Education

NJ New Jersey Core 2004 • • • • • •Curriculum Content Standards in Comprehensive Health and Physical Education

NM New Mexico Physical 2006 • • • • • •Education Content Standards with Benchmarks and Performance Standards

STATE STANDARDS FOR PHYSICAL EDUCATION 39



tactics

NY Learning Standards 1996 • • • • • •for Health, PE, & Home Economics

NC North Carolina Healthful 2005 • • • • • •Living Standard Course of Study

ND North Dakota Standards 2000 • • • • • •and Benchmarks Content Standards Physical Education

OK Priority Academic 2003 • • • • • •Student Skills

OR Oregon Physical 2001 • • • • •Education Academic Content Standards

PA Academic Standards 2003 • • • • • •for Health, Safety and Physical Education

RI Rhode Island Physical 2003 • • • • • •Education Framework

SC South Carolina 2000 • • • • • •Physical Education Curriculum Standards

SD South Dakota 2000 • • • • • •PE Standards

TN Tennessee Physical 2000 • • • • •Education Curriculum Standards

TX Texas Essential 1998 • • • • • •Knowledge and Skills

UT Utah State Physical 2005-2006 • • • • • •Education CoreCurriculum

VT Grade Expectations 2004 • • • • • •for Vermont’s Framework of Standards and Learning Opportunities – Physical Education

VA Physical Education 2001 • • • • • •Standards of Learning

WA Essential Academic 2003 • • • • • •Learning Requirements for Health and Fitness

WV Policy 2520.6 CSO’s 2003 • • • • • •for Physical Education

WI Wisconsin’s Model 1997 • • • • • •Academic Standards for Physical Education


WY Wyoming Physical 2003 • • • • • •Education Content and Performance Standards

Total 47 46 45 47 46 44

Note: Other items addressed in some state standards include:Health Education—AL, KS, MO, MT, NJ, and UTNutrition—CA, MO, and TXStress Management—MO and TXCharacter Education—AR, LA, NV, SC, UT, VT, and WY



tactics

AL • • • • • • • Less than

1 year

AK • • •

AZ • • • • •

AR • • • • • • 1 year • • •

CA • • • • • •

CO • • • • 1 year • • • •

CT • • • • • Less •than

1 year

DE • • •

DC • • •

FL • • • • • • • 3 years

GA • • • • • •

HI • • • • • •

ID • • • • • • 2 years • • •

IL • • • • • • • 1 year •

IN • • • • • •

IA • • • • • • • 2 years • • • •

KS • • • • • • • Less • • •than

1 year

KY • • • • • • • 1 year • • •

LA • • • • • 1 year • • • •

ME • • • • • • • 1 year • • • •

41

State Requirements for Teacher Certification/Licensurein Physical Education

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MD • • • • • •

MA • • • • • • • 1 year • • •

MI • • • •

MN • • • • • •

MS • • • • • 1 year • • •

MO • • • • • • • 1 year • • • •

MT • • • • • • 1 year •

NE • •

NV • • •

NH • • • • • •

NJ • • • • •

NM • • • • • • 1 year • • •

NY • • •

NC • • • • • • • 2 years • • • •

ND • • • •

OH • • • • • 1 year • • • •

OK • • • • • • 1 year • • • •

OR • • • • • • 1 year • • •

PA • • • • • • • 1 year •

RI • • • • • • • 1 year •

SC • • • • • • • 1 year • • •

SD • • •

TN • • • • • •

TX • • • • 1 year • • •

UT • • • • • • 2 years • • •

VT • • • • • • • 1 year • • •

VA • • •

WA • • • • • •

WV • • • • • • 1 year • •

WI • • • • • • • 1 year •

WY • • • • • • • • •

Total 28 43 46 31 35 35 29 15 33 33 33


Stat

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State Requirements for Student Assessment in Physical Education

The following 15 states responded that they require student assessment in physical education. The chart below indicates the areas in whichstudent assessment is required.

Motor/movement skills Physical fitness levels Knowledge of physical Participation in physicaleducation content activity outside of

physical education class

AL •

AR • •

CA •

HI • • •

KY • •

ME+ • • •

MN*

MT • • • •

NJ • • •

NY • • •

PA •

SC • • • •

TN • • •

VT+ • • •

VA*

Total 9 11 10 3

* Minnesota and Virginia responded that they require assessment but that the state does not mandate the specific areas for which assessment is required.

+ Maine reported that they also require assessment of personal and social interaction, and Vermont requires assessment of social interaction.

43

State Requirements for

Student Assessment

in Physical Education

APPENDIX A 45

Appendix ANational Standards and Guidelinesfor K-12 Physical Education

Physical activity is critical to the development and main-tenance of good health. The goal of physical education isto develop physically educated individuals who have theknowledge, skills, and confidence to enjoy a lifetime ofhealthful physical activity.

There are four essential elements of quality physical education:■ Opportunity to learn■ Meaningful content■ Appropriate instruction■ Student and program assessment

How do we decide what is worth teaching and learn-ing in physical education? The National Standards forPhysical Education define student learning. As nationalconsensus statements about what a student should“know and be able to do,” they provide a basis forinstruction, student assessment, and evaluation of pro-grams at local, district, state, and national levels.

Learning is most effective when learning goals (contentstandards) match both assessment and instructional prac-tices. When the information gathered through assess-ment is consistent with learning goals and is used appro-priately to guide teaching, it can enhance learning as wellas document it. This is known as instructionally alignedphysical education and is the foundation for a qualityphysical education program.

Even the best research-based curriculum and instruc-tional plan cannot be fully effective without a supportiveenvironment. The elements of “opportunity to learn” are policies and practices that make it possible to providea quality program. Such elements include certified physi-cal education teachers, adequate time, and safe facilitiesand equipment.

The National Association for Sport and PhysicalEducation (NASPE), the only national professional asso-ciation for K-12 physical educators, has developednational standards and guidelines for quality physical

education through a national consensus process. Theresulting documents are listed below.

Moving into the Future: National Standards for PhysicalEducation, 2nd Edition (NASPE, 2004)

A physically educated person:

Standard 1: Demonstrates competency in motor skillsand movement patterns needed to perform a variety ofphysical activities

Standard 2: Demonstrates understanding of movementconcepts, principals, strategies, and tactics as they applyto the learning and performance of physical activities

Standard 3: Participates regularly in physical activity

Standard 4: Achieves and maintains a health-enhancinglevel of physical fitness

Standard 5: Exhibits responsible personal and socialbehavior that respects self and others in physical activity settings

Standard 6: Values physical activity for health, enjoy-ment, challenge, self-expression, and/or social interaction

National Guidelines for Appropriate Instruction

Appropriate Practices for Elementary School PhysicalEducation (NASPE, 2000)Appropriate Practices for Middle School PhysicalEducation (NASPE, 2001)Appropriate Practices for High School Physical Education(NASPE, 2004)

National Standards for Opportunity to Learn

Opportunity to Learn Standards for Elementary SchoolPhysical Education (NASPE, 2000)Opportunity to Learn Standards for Middle SchoolPhysical Education (NASPE, 2004)Opportunity to Learn Standards for High SchoolPhysical Education (NASPE, 2004)

APPENDIX B 47

Appendix BFederal Legislation ImpactingPhysical Education

Although education is primarily a state and local issue,there are several federal programs that impact the provi-sion of quality physical education programs throughoutthe country—the Carol M. White Physical EducationProgram (PEP), the 2001 reauthorization of theElementary and Secondary Education Act (more com-monly known as “No Child Left Behind”), theCoordinated School Health Program (CSHP), and the2004 Child Nutrition Act reauthorization.

Carol M. White Physical Education Program (PEP)

The purpose of the Carol M. White Physical EducationProgram is to provide grant funds to local educationalagencies and community-based organizations to initiate,expand, and improve physical education programs. Thesegrants are designed to assist students in making progresstoward meeting state standards for physical educationand to enable students in grades K-12 to participate inphysical education activities by providing funds for thetraining and education of teachers and staff and for thepurchase of equipment.

In 2001, Congress incorporated the Carol M. WhitePhysical Education Program (PEP) into No Child LeftBehind when it reauthorized the Elementary andSecondary Education Act. In 2001, five million dollarswas distributed to 18 school districts. Fifty million dol-lars was disseminated in 2002 to 176 PEP grant winnersand $60 million was disseminated in 2003 to 256 recipi-ents. In 2004, $70 million was awarded to 237 districtsand community organizations; and in 2005, $74 millionwas disseminated to 104 recipients. The Fiscal Year 2006appropriations bill provided $72.6 million and allowedthe U.S. Department of Education to conduct a grantcompetition in spring 2006.

Maintaining the funding level has been critical to thesuccess of the program, but it has not come easily. Ineach of the 2005, 2006, and 2007 fiscal year budget pro-posals, the President has proposed decreases in fundinglevels for the program, and the 2006 and 2007 proposalshave included language that suggests the program be ter-minated after the remaining years of previously awardedgrants are fulfilled. Congress, especially the Senate, has

been reluctant to approve these proposed cuts and hasinstead approved slight increases or level funding for PEPin the annual appropriations bills that fund the U.S.Department of Education.

NASPE and AHA believe that more school districts andcommunity organizations should have the opportunity toimprove physical education programs; thus, we urgeCongress to continue to support increased funding for PEP.

No Child Left Behind (NCLB)

For many years, schools have struggled to fit all subjectsand activities into the school day. The values, needs, andresources of states and local communities have drivenheated philosophical discussions and have demandedthat difficult decisions be made about educational priori-ties. It is not a new concept that subjects such as physicaleducation and health education have to fight for a placeand adequate time in a crowded curriculum. The magni-tude of this problem, though, has escalated dramaticallysince the passage of No Child Left Behind (NCLB), the2001 reauthorization of the Elementary and SecondaryEducation Act, which focuses on student achievement incore subjects. The law defines “core academic subjects” asEnglish, reading or language arts, mathematics, science,foreign languages, civics and government, economics,arts, history, and geography.

The omission of certain subjects, including physicaleducation and health education, from the list of coresubjects has created unintended negative consequences—diminishing time and resources for subjects not identi-fied as core. In order to achieve the objectives of NoChild Left Behind, it is critical that all children be pro-vided with a balanced and comprehensive education tobe prepared for life in the 21st century. This includesphysical education and health education as fundamentalcomponents of the curriculum.

Another of NCLB’s major elements is a requirementfor “highly qualified” teachers. However, the requirementapplies only to teachers of the listed core subject areas.To provide a truly world-class, comprehensive education,it is critical that all teachers be highly qualified. Reportsfrom physical educators around the country indicate that


professional development resources are mainly being uti-lized for teachers of core subjects, thus depriving teachersof other subject areas and their students the benefits ofcontinuing professional education. While NASPE andAHA support the law’s basic requirement for highlyqualified teachers, we also support the need and impor-tance of highly qualified teachers in physical educationand health education, in addition to core subject areas.To this end, we support amending NCLB to includephysical education and health education as core subjects.

Legislation has been introduced in both houses ofCongress that would amend No Child Left Behind torequire state plans to develop content and performancestandards for physical education in the 2007 school year.By the 2009 school year, states would be required todevelop plans for assessment of student achievement inphysical education and these assessments would then fac-tor into the measurement of the state’s progress towardthe NCLB goals.

NASPE and AHA believe that physical education andhealth education are important areas of a well-roundededucation for each child; thus, we urge their inclusion inthe core academic subjects of NCLB.

Coordinated School Health Programs

The Centers for Disease Control and Prevention (CDC),through its Division of Adolescent and School Health(DASH), provides funding to state education to partnerwith the state health agency to implement and coordi-nate school health programs across agencies and withinschools. The purpose of this program is to help schoolsreduce chronic disease risk factors, including physicalinactivity, poor nutrition and tobacco use.

The coordinated school health program (CSHP)model consists of eight interactive components: healtheducation, physical education, health services, nutritionservices, counseling and psychological services, healthyschool environment, health promotion for staff, andfamily/community involvement.

Funding for this program has been fairly level over thepast couple of fiscal years—in the $14 to $15 million range;however, this appropriations level only allows 23 of the 39states that applied for the CSHP program to be funded.

NASPE and AHA believe that this program serves avital need and urge an increase in funding so that theschools and youth in all 50 states can benefit from acoordinated approach to student health.

Local School Wellness Policies

Section 204 of the Child Nutrition Act Reauthorizationof 2004 requires that each school district participating in

a reimbursable school lunch or breakfast program devel-op a local wellness policy. The Congressional intent ofthis provision was to place the responsibility of develop-ing a wellness policy at the local level so that the individ-ual needs of each district can be addressed. All districtswill be required to have their wellness policy in placeprior to the start of the 2006-2007 school year.

The law specifically requires, at a minimum, that thewellness policies include goals for physical activity, nutri-tion education, and other school-based activities designedto promote student wellness in a manner that the localeducational agency determines appropriate. The policymust also include nutrition guidelines for all foods avail-able on the school campus during the school day and pro-vide an assurance that guidelines for school meals are notless restrictive than those set by USDA. The policy mustalso include a plan for measuring the implementation ofthe local wellness policy. Finally, parents, students, repre-sentatives of the school food authority, the school board,school administrators, and the public must all be involvedin development of the local wellness policy.

NASPE recommends that school districts fulfill thephysical activity requirement of the local wellness policyby providing daily physical education in grades K-12,daily recess during elementary grades, physical activityopportunities before and after school, use of school facil-ities outside of school hours, and safe routes to and fromschool. We further recommend that schools not usephysical activity, or the withholding of physical activity,as a form of punishment.

The Centers for Disease Control and Prevention, theU.S. Department of Education, and the U.S.Department of Agriculture are jointly responsible foroversight of the new local wellness policies and for pro-viding technical assistance to local school districts for thedevelopment, implementation, and evaluation of thepolicies. These three federal agencies, along with manynon-governmental organizations, have created clearing-houses of information on the new policies.

NASPE has a web page (http://www.aahperd.org/naspe/template.cfm?template= wellness.html) dedicated to localschool wellness policies, which includes examples of several state and local wellness policies and has links tomany additional resources.

NASPE and AHA believe that local school wellness poli-cies will contribute to the overall health and well-beingof children and urge all districts to have their policies inplace and to ensure compliance at all schools. We alsourge states to provide leadership and support throughstate-level policies and resources.

States have become a battleground for the fight to keepphysical education in schools. While not a direct attackon the importance of physical education, policies inresponse to the requirements of No Child Left Behindand decreases in funding have led some state legislaturesand boards of education to decrease requirements forphysical education in recent years. Many local school districts have also made cuts to programs and require-ments. Advocates for physical education have respondedto the assault and have heightened their efforts at thestate level to set minimum requirements for physicaleducation in schools.

Progress Made in Recent Years

While states continue to work toward statutory require-ments that reflect the national recommendations forphysical education, as of 2005, no states currently meetthat standard. However, South Carolina has approvedlegislation that will bring it very close. Incrementalprogress has been made in a number of other states inrecent years.

In 2004, Florida passed legislation (SB 354) directingthe Department of Education to conduct a study todetermine the status of physical education in schools. Atthe same time, advocates in Hawaii successfully defeateda proposal to cut state graduation requirements for phys-ical education. And in Michigan, the State Board ofEducation passed a resolution strongly encouraging localschool districts to meet the national recommendations.

The work continued in 2005 when the AlabamaDepartment of Education enacted a policy that phasedout blanket, system-wide physical education waivers dur-ing the 2005-2006 school year. It also concluded thatrecess and lunchtime activities could not be substitutedfor physical education. In Maryland, a new law (SB 233)required the state’s Department of Education to employa full-time director of physical education. Advocates inWest Virginia worked to pass the Healthy Lifestyles Actof 2005 (HB 2816), which increased physical educationrequirements for elementary school children to 30 min-utes a day, three days a week. Also, in New Mexico thelegislature approved an increase in funding for elemen-

tary schools that allowed for the hiring of 33 newlicensed and endorsed physical education specialists.Finally, in South Carolina wide-ranging legislation wassigned into law that will establish physical education,school health services, and nutritional standards in ele-mentary schools. This legislation will provide for increas-ing amounts of physical education instruction that stu-dents in kindergarten through fifth grade must receiveeach week on a phased-in basis. Additionally, the bill willmandate an established teacher-to-student ratio in physi-cal education classes on a phased-in basis, require studentassessment to determine the effectiveness of the physicaleducation program in all public schools, and require andfund a physical activity director to be designated at eachelementary school.

The Work Continues in 2006

With legislative sessions in full swing in 2006, over 100bills have been introduced in state legislatures to increasethe requirements for physical education. Early successhas been achieved in a few states and the hard work con-tinues in others.

The Alabama Legislature passed the AlabamaEducation Budget Bill (HB 272) in March 2006. Thisbill contains $11.8 million to hire approximately 180additional physical education teachers. The additionalteachers will make it possible for each school district inthe state to have a certified physical education teacher tooversee the physical education program.

The “Georgia Student Health and Fitness Act” (SB 474) is moving through the Senate. The legislationrequires 150 minutes per week of physical education ingrades K-5 and for middle schools to develop a planfor implementing 225 minutes of physical education per week for grades 6-8. SB 474 also creates an officewithin the Department of Education to oversee physicaleducation curricula as they are developed by the localschool districts.

Tennessee advocates are supporting the “TennesseeStudent Health Act,” (SB 2494) which requires 150minutes of physical education per week in grades K-5and 225 minutes per week in grades 6-8.

APPENDIX C 49

Appendix CThe Fight for Physical Education in the States


In Illinois, one of the only states that requires dailyphysical education in schools, advocates continue towork hard on legislation (HB 5370) that will make itharder for schools and school districts to get waiversfrom the time requirements. The current Illinois waiversystem has made it easy for school districts to seek toreduce or eliminate physical education in schools.

If HB 2778 passes the legislature in Arizona this year,the state would create a two-year pilot program consist-ing of at least ten schools that would receive funding toensure that all students in grades 1-8 participate in phys-ical education. Students would participate in 90 minutesof physical education per week during the 2006-2007school year and 120 minutes per week during the 2007-2008 school year.

Pennsylvania is working on HB 185, which is nowmoving through the Senate. It would require all schooldistricts to write a quality physical education curriculumbased on national and state standards.

Florida is following up on their progress in 2004 withthe “Student Health Promotion Act,” (SB 2601) which,

if passed, would encourage schools to provide 150 min-utes per week of physical education for students ingrades K-5 and 225 minutes per week for grades 6-8.

Advocates in Minnesota have been working on physi-cal education policy since 2003 when the legislatureeliminated the requirement for physical education, citingNo Child Left Behind as the reason for no longer requir-ing physical education in schools. A proposal in 2006(HB 3260) would prohibit schools from further cuttingphysical education programs and would reinstate physi-cal education as a graduation requirement.

While the advances may be incremental, the work at thestate level continues to bear out what the surveys all tell us—parents want physical education for their kids and theircommitment to the issue will make success possible in thelong-term. For more information on how you can getinvolved in the effort to fight for physical education at thestate level, visit www.americanheart.org/yourethecure.

For a listing of state legislation impacting physical education, visit: http://member.aahperd.org/m_only/naspe/template.cfm?template=state_legislation_center.cfm

APPENDIX D 51

Appendix DPublic Policy Agenda for PhysicalEducation Research

There is a great deal of research that shows the positiverelationship between physical activity and health for children and adults. Yet, despite the proven value ofphysical activity, many youth, and most adults, do notparticipate in the recommended amount of daily physicalactivity. School physical education programs are oftenidentified as a primary strategy to increase physical activity and reduce obesity among the U.S. populationin government, coalition, and organizational “calls toaction.” There is a widespread understanding that schoolphysical education programs help individuals develop theknowledge, skills, and confidence to be physically activefor a lifetime. However, as with any program, decision-makers want to know what the return on investment will be. The answer to that question requires rigorousstudies that produce nationally-representative data. Such studies require significant funding, typically at alevel that is available only from the federal governmentor major foundations.

The purpose of this public policy agenda is to outlinecritical research studies that are needed to validate theimportance of school physical education programs andmake a case for further investment in those programs.During the past five years, various members of the U.S.Congress have introduced bills related to increasingphysical activity and healthy eating, and reducing andpreventing chronic diseases such as obesity and diabetes.Additionally, many foundations and corporations havefunded physical activity and healthy eating programs foryouth. Programs are critical because they reach youthand their families in their communities and homes withopportunities to learn, practice, and adopt healthybehaviors. However, programs can only be as effective astheir reach, and many programs are provided only to cer-tain target populations (e.g., age group, geographic area)because of limited funding or other dissemination chal-lenges. School physical education programs are one of

the few physical activity programs for youth that reachalmost all school-aged youth, and thus they have tremen-dous potential to affect healthy behavior (i.e., physicallyactive lifestyle) on a massive scale. This potential couldbe maximized with scientific evidence of school physicaleducation’s relationship to lifelong participation in physi-cal activity. Data-based findings would be the neededcatalyst to increase the availability of daily physical edu-cation for all students. The research agenda below iden-tifies key research questions whose answers could con-vince legislators and education policymakers to morefully support and utilize physical education programs asa strategy for reversing the obesity epidemic.

Critical research studies needed:

■ Relationship between physical competence (motorskills), learned in school physical education classes, andphysical activity participation throughout the lifespan

■ Relationship between school physical education andphysical activity participation outside of physical edu-cation class during the K-12 school years

■ Relationship between school physical education andschool behavioral and learning outcomes

■ Amount of school physical education necessary for allstudents to meet national and/or state standards forphysical education

■ Development of valid and reliable tools to collectnational data on physical activity, school physical edu-cation, and sport participation in elementary- andmiddle school-aged youth (such a tool currently existsonly for high school-aged youth—the CDC’s YouthRisk Behavior Survey [YRBS])

■ Development of a “formula” to calculate the cost ofdaily physical education taught by a certified physicaleducation teacher for all K-12 students (cost per state;cost per school district)

RESOURCES 53

Moving into the Future: National Standards for PhysicalEducation, 2nd edition (2004), Stock No. 304-10275

Physical Educators’ Guide to Successful Grant Writing(2005), Stock No. 304-10291

Physical Activity for Children: A Statement of Guidelines(2004), Stock No. 304-10276

On Your Mark… Get Set… Go!: A Guide for Beginning Physical Education Teachers (2004), Stock No. 304-10264

Ask-PE: Physical Education Concepts Test CD-ROM(2004), Stock No. 304-10271P & 304-10271M

Concepts and Principles of Physical Education: What EveryStudent Needs to Know (2003), Stock No. 304-10261

Beyond Activities: Elementary Volume (2003), Stock No. 304-10265

Beyond Activities: Secondary Volume (2003), Stock No. 304-10268

National Physical Education Standards in Action (2003),Stock No. 304-10267

National Standards for Beginning Physical EducationTeachers (2003), Stock No. 304-10273

Active Start: A Statement of Physical Activity Guidelines for Children Birth to Five Years (2002), Stock No. 304-10254

Appropriate Practice Documents

Appropriate Practice in Movement Programs for YoungChildren, (2000), Stock No. 304-10232

Appropriate Practices for Elementary School PhysicalEducation (2000), Stock No. 304-10230

Appropriate Practices for Middle School PhysicalEducation (2001), Stock No. 304-10248

Appropriate Practices for High School Physical Education(2004), Stock No. 304-10272

Opportunity to Learn Documents

Opportunity to Learn Standards for Elementary Physical Education (2000), Stock No. 304-10242

Opportunity to Learn Standards for Middle SchoolPhysical Education (2004), Stock No. 304-10290

Opportunity to Learn Standards for High School PhysicalEducation (2004), Stock No. 304-10289

Assessment Series

Assessing Concepts: Secondary Biomechanics (2003),Stock No. 304-10220

Assessment in Outdoor Adventure Physical Education(2003), Stock No. 304-10218

Assessing Student Outcomes in Sport Education (2003),Stock No. 304-10219

Video Tools for Teaching Motor Skill Assessment (2002),Stock No. 304-10217

Assessing Heart Rate in Physical Education (2002), StockNo. 304-10214

Authentic Assessment of Physical Activity for High SchoolStudents (2002), Stock No. 304-10216

Portfolio Assessment for K-12 Physical Education (2000),Stock No. 304-10213

Elementary Heart Health: Lessons and Assessment(2001), Stock No. 304-10215

Standards-Based Assessment of Student Learning: AComprehensive Approach (1999), Stock No. 304-10206

Assessment in Games Teaching (1999), Stock No. 304-10212

Assessing Motor Skills in Elementary Physical Education(1999), Stock No. 304-10207

Assessing and Improving Fitness in Elementary PhysicalEducation (1999), Stock No. 304-10208

Creating Rubrics for Physical Education (1999), Stock No. 304-10209

Assessing Student Responsibility and Teamwork (1999),Stock No. 304-10210

Preservice Professional Portfolio System (1999), Stock No. 304-10211

Resources

Order online at www.naspeinfo.org or call 1-800-321-0789

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National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation, and Dance

1900 Association Drive, Reston, VA 20191, [email protected], 703-476-3410

Published by the National Association for Sport and Physical Education for quality physical education programs:

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National Association for Sport and Physical Education

an association of the American Alliance for Health,

Physical Education, Recreation and Dance

1900 Association Drive

Reston, VA 20191(703)476-3410

www.naspeinfo.org