Enlisting Elementary Classroom Teachers in the Quest for 50 Million Strong

Abstract

This article explores two main avenues through which elementary educators can be prepared to contribute to the health and wellness goals of the school: appropriate teacher preparation at the university level, and professional development opportunities offered by schools and professional organizations.

As health and physical educators, the unfortunate truth is that we simply do not get enough time with our students to accomplish our learning objectives. Approximately 43%–47% of elementary schools require physical education in grades K–5 (National Physical Activity Plan Alliance [NPAPA], 2016). Elementary students should receive 150 minutes of physical education each week, but in many schools they receive one fifth or less of that time. Regarding health education, only 41% of districts surveyed in the 2012 School Health Policies and Practices Study (SHPPS) had a requirement for health education instruction time, and only 35% of districts require that the subject be taught by an individual licensed in health education (Centers for Disease Control and Prevention [CDC], 2015). Most states have health education standards, but there is rarely any accountability for schools to meet them.

The need for high-quality health and physical education at the elementary level is clear. Only 43% of six- to 11-year-olds meet the guidelines for achieving 60 minutes of physical activity at least five days per week (NPAPA, 2016). More than 18% of children ages six to 11 are obese, putting them at increased risk for asthma, sleep apnea, bone and joint problems, type 2 diabetes, and risk factors for heart disease. As of 2011–2012, more than one in 20, or 2.6 million, U.S. children ages six to 17 years old had anxiety or depression that had previously been diagnosed by a healthcare provider (Bitsko et al., 2018). Research has shown that substance use at a young age is a primary risk factor for dependence and problem use later in adolescence and adulthood (Andrews, Tildesley, Hops, Duncan, & Severson, 2003). Health and physical education are essential content in the elementary curriculum, but they rarely receive the curricular time needed to be effective.

Classroom teachers, however, spend most of the day with their students and have a relatively high degree of autonomy in how they deliver their curriculum. It is not my intention to suggest that classroom teachers are sitting around with a bunch of free time on their hands — far from it! However, with adequate training, appropriate support from both administrators and health and physical education professionals, and proper motivation, they do have the ability to make a profound impact on their students' health and wellness.

The notion that the school's responsibility for student health extends beyond the health and physical education teachers is not a new idea. The Whole School, Whole Community, Whole Child model (Association for Supervision and Curriculum Development, 2018) emphasizes how the whole school should work collaboratively to ensure the health of every child. Similarly, comprehensive school physical activity program (CSPAP) guidelines identify staff involvement as an essential component of helping children accrue 60 minutes of physical activity daily (CDC, 2013). P21's Framework for 21st Century Learning (Partnership for 21st Century Learning, 2007) states the importance of weaving health literacy content throughout the school curriculum. Regarding health education specifically, in many states instruction in this area is explicitly the responsibility of the classroom teacher. In my home state of North Carolina elementary classroom teachers are tasked with delivering health education content that addresses the benefits of a physically active lifestyle, the importance of proper nutrition, the promotion of healthy relationships, the consequences of substance abuse, and the prevention of accidents and injuries.

So the question is not whether we should enlist elementary classroom teachers in our mission to achieve 50 Million Strong (SHAPE America's commitment to put all children on the path to health and physical literacy through effective health and physical education programs; https://50million.shapeamerica.org/), but rather how do we get them on board and how do we support them in their efforts. I believe there are two main avenues through which elementary educators can be prepared to contribute to the health and wellness goals of the school: appropriate teacher preparation at the university level prior to starting their teaching career and professional development opportunities offered by schools and professional organizations.

Coursework in health education and physical activity pedagogy should be considered essential content in an elementary education teacher preparation program. However, we must ensure that these courses are designed to meet the current needs of elementary educators. A two- or three-credit-hour crash course on how to teach physical education is not going to equip them with the skill set they actually need. As such, here are the content areas that I believe should be included in a required health and physical education course for elementary educators.

Skills-based Health Education Pedagogy

Health education has a unique pedagogy characterized by the learning of skills, attitudes and functional knowledge needed to lead a healthy lifestyle. The simple learning of health-related content is only the first of eight skills identified in the National Health Education Standards (Joint Committee on National Health Education Standards, 2007). Any instruction in health education not grounded in this skills-based model is unlikely to result in behavior change among students.

State-specific Health Education Content

Specific health topic requirements will vary from state to state, so instructors should ensure that the topics covered are relevant. According to the 2012 SHPPS,

more than one half of districts [surveyed] had adopted a policy stating that elementary schools will teach alcohol or other drug use prevention, emotional and mental health, foodborne illness prevention, human sexuality, infectious disease prevention, injury prevention and safety, nutrition and dietary behavior, physical activity and fitness, tobacco use prevention, and violence prevention. (CDC, 2015, p. 26)

School Health and Physical Activity Initiatives

The aforementioned Whole School, Whole Community, Whole Child model and the CSPAP are two examples, and there are likely other state-specific programs. Instruction should focus on the overall program purpose and structure, as well as the specific role that classroom teachers play in implementing the programs.

Benefits of Physical Activity and Proper Nutrition

In addition to the physical health benefits, instruction should include the mental and emotional health benefits (anxiety, depression, self-esteem) of physical activity and healthy eating and the positive impact on cognitive and academic performance (CDC, 2010).

Physical Activity Implementation and Instruction

Any instruction on physical activity implementation should focus on practical methods for classroom teachers. This can include basic concepts in motor learning and skill instruction but should also include management and organization in physical activity settings, classroom physical activity breaks, and facilitation of physical activity during recess. Peer teaching of recess games and/or classroom activity breaks can provide a meaningful physical activity teaching experience for teacher candidates.

Self-care

Teachers who are actually engaging in a healthy lifestyle themselves can serve as positive role models for their students, and they are more likely to value health and physical activity enough to incorporate them into their daily instruction. A university course can be a great opportunity to engage teacher candidates in the process of self-assessment, goal setting, and developing and implementing a personal health and wellness plan. Of course, this not only has the potential to have a positive influence on their future students, but the teacher candidates themselves stand to reap the physical and psychological benefits of living a healthier lifestyle.

Leading professional development activities is a great way for health and physical education teachers to build a healthy climate and culture in their schools. All of the above topics would also be appropriate for in-school teacher professional development. The focus should be on “selling” the idea to teachers — emphasize the critical nature of their role as well as the tangible benefits, such as improved personal health, better academic performance, and improved behavior management of students — and then provide the knowledge and resources they need to be successful.

The need for quality health and physical education at the elementary level is evident. It is also clear that we do not have the curricular time to achieve our objectives on our own. Therefore, it is imperative that we enlist and support elementary classroom teachers in our mission for 50 Million Strong.

Additional information

Notes on contributors

Benjamin A. Sibley

Benjamin A. Sibley ([email protected]) is an associate professor in the Department of Recreation Management and Physical Education at Appalachian State University in Boone, NC.