MANDATORY
PHYSICAL
EDUCATION
IMPLEMENTATION
TASK FORCE
Final Report
December 2005
BACKGROUND
The 15-member Mandatory Physical Education Implementation Task Force was established as
part of Laws 2005, Chapter 67, also known as HB 2 11 1. The Task Force met five times during
the interim and adopted final recommendations as listed below.
COMMITTEMEE MBERS
1. Two members of the House of Representatives who are appointed by the Speaker of
the House of Representatives and who are members of different political parties.
Representative Mark Anderson, Chairman
Representative David Lujan
2. Two members of the Senate who are appointed by the President of the Senate and who
are members of different political parties.
Senator Barbara Leff, Chairman
Senator Harry Mitchell
3. Four members from the health community with expertise in childhood development
@ and health issues. One of these members shall be appointed by the Speaker of the House of
Representatives, one of these members shall be appointed by the President of the Senate and two
of these members shall be appointed by the Governor.
Ms. Pamela Kulinna
Dr. Harold Magalnick
Mr. Robert Pangrazi
Ms. Margaret Tate
4. Four members from the public education system that serves pupils in any combination
of kindergarten programs and grades one through eight. One of these members shall be an
administrator who is appointed by the Speaker of the House of Representatives, one of these
members shall be a business official who is appointed by the President of the Senate, one of
these members shall be a principal of a school that serves pupils in kindergarten programs and
grades one through eight who is appointed by the Governor and one of these members shall be a
physical education teacher who is appointed by the Governor.
Ms. Kimberly Babeu
Dr. Ken Cameron
Mr. John Koury
Ms. Sylvia Mejia
r'
5. Two parents with children enrolled in the public education system that serves pupils in
kindergarten programs and grades one through eight appointed by the Superintendent of Public
Instruction.
Ms. Liane Bowles
Ms. Jennal Johnson
6. A representative of the Department of Education appointed by the Superintendent of
Public Instruction.
Mr. Don Hiemstra
PURPOSE
The Task Force is charged with developing an implementation plan that will result in a
uniform physical education program in kindergarten programs and grades one through eight. In
developing the plan, the Task Force shall consider:
1. Time constraints, including current statutorily established hours in a school day and
days in a school year, contractual considerations including allowance for staff preparation time,
professional development and the requirements for the current academic curricula.
2. Program content that is consistent with national standards that define what students
should know and be able to do to emphasize knowledge and skills for a lifetime of regular
physical activity and that is age appropriate, provides alternatives for children with disabilities
and includes accountability measures that reflect both individual student progress and program-wide
progress.
3. Staffing requirements, which include teacher-student ratios, minimum certification
requirements and recruitment and retention issues, particularly in regard to urban and rural
factors.
4. Facilities and resource requirements that are unique to the physical education program
design.
5. Fiscal considerations in regard to current school district funding and the ability to
meet program demands upon full implementation.
6. Exemptions from a mandatory program both at the individual student level and at the
school level where small isolated schools may not be able to comply with all of the elements of
the mandatory program.
After consideration of all of the elements prescribed above, the Task Force must draft an
implementation plan that addresses the elements prescribed above, including an appropriate
timeline for achieving full implementation by a date certain and that includes the development
proposal for draft legislation that the Task Force believes is necessary to successfully implement
the proposed program.
Additionally, the Task Force shall be staffed by the Arizona Department of Education,
Arizona Department of Health Services and appropriate legislative staff
The Task Force is required to submit a final report including the implementation plan and
accompanying developed proposal for draft legislation to the Governor, the President of the
Senate, the Speaker of the House of Representatives and the State Board of Education by
December 15, 2005. The Task Force shall provide a copy of the final report to the Secretary of
State and the Director of the Arizona State Library, Archives and Public Records.
REPEAL
The Task Force is repealed from and after December 3 1,2005.
FINALR ECOMMENDATIONS
The Task Force adopted final recommendations at the final meeting on December 14,
2005 as follows:
Physical Education Draft Recommendations
Final Recommendations
December 14,2005
1) How should the program be implemented? Statewide.
2) What program model should be required? Physical EducatiodPangrazi blend.
3) What is the timeline for requiring physical education time requirements? Two years
4) How should the program be funded? Per pupil amount/formula includes staffing and
equipment.
e **The two year model is illustrated below:
5) Should the recommendations include the following staffing requirements?
State Level Director of Physical Activity and Education.
Qualified Physical Education Leader at each participating school.
i. Qualified is defined as certified teacher with physical education
. . endorsement.
11. All large districts are required.
iii. Small schools districts (between 100 - 600 pupils) have five years.
iv. Small schools district less than 100 students are exempt.
v. Charters are exempt.
6) Should the program requirements include assessments and performance measures?
Require DHSIADE to collaborate on an academic study of the effectiveness of the
programs.
Second Year
90 minutes per week physical
education with additional physical
activity program
Time
First Year
60 minutes per week physical
education with additional physical
activity program
7) Should the program establish minimum standards for facilities and assistive resources?
No recommendations.
8) Should there be exemptions? Yes - For reasonable exceptions supported through a health
care professional's note.
9) Recommend that schools should use similar regard in determining the studentlteacher
ratio for physical education courses as they do for regular classroom.
10) Special education students also would also be included in the physical activity programs.
Attachments
@ Attachment 1
Attachment 2
Attachment 3
Attachment 4
Attachment 5
Attachment 6
Attachment 7
Attachment 8
Attachment 9
Attachment 10
Attachment 1 1
Attachment 12
Attachment 13 @ Attachment 14
Attachment 15
Attachment 16
Attachment 17
Attachment 18
Attachment 19
Attachment 20
Attachment 2 1
Attachment 22
Attachment 23
Attachment 24
Agenda for September 7,2005 Meeting
Minutes for September 7,2005 Meeting
Laws 2005, Chapter 67 (HB 21 11)
Comprehensive Health Surveillance System Survey, Arizona Department
of Education
2003 Youth Risk Behavior Survev Results, Centers for Disease Control and
Prevention
House Engrossed SB 1 186 (2001) and Fact Sheet
Promoting Lifetime Activity for Youth (P.L.A. F), Arizona Department of
Health Services
F as in Fat: How Obesity Policies Are Failing in America, 2005, Trust for
America' s Health
Preventing Obesity in Youth Through School-Based Efforts, NGA Center
for Best Practices
Definition of Physical Education versus Physical Activity, National
Association for Sport and Physical Education
Move More: North Carolina's Recommended Standards -for Physical
Activity in School, North Carolina Division of Public Health
A Nation at Risk: Obesity in the United States, American Heart
Association-For review of this attachment, please see the Office of the
Chief Clerk, Arizona House of Representatives
Agenda for September 22,2005 Meeting
Minutes for September 22,2005 Meeting
What Constitutes a Quality Physical Education Program?, National
Association for Sport and Physical Education
Healthy and Ready to Learn, David Satcher
Quality Physical Education Taught by Qualified Physical Education
Teachers, Dr. Pamela Hodges Kulinna
The Obesity Epidemic and Arizona Students, Centers for Disease Control
and Prevention
Issue 92, NCPPA News
Recent State Policies/Activities: Physical Education, Education
Commission of the States
Physical Education Report and Recommendations, March 2005, Florida
Department of Education
Obesity in Florida: Report of the Florida Governor's Task Force on the
Obesity Epidemic, February 2004, Governor's Task Force on the Obesity
Epidemic
Physical Activity Programs for Children and Teens, Florida Department of
Health
Childhood Obesity - 2005 Update and Overview of Policy Options,
National Conference of State Legislatures
Attachment 25
Attachment 26
Attachment 27
Attachment 28
Attachment 29
Attachment 3 0
Attachment 3 1
Attachment 32
Attachment 3 3
Attachment 34
Attachment 3 5
Attachment 3 6
Attachment 3 7
Attachment 3 8
Attachment 39
Attachment 40
Attachment 4 1
Attachment 42
Attachment 43
Attachment 44
Attachment 45
Conclusion: Obesity in Florida: Report of the Florida Governor's Task
Force on the Obesity Epidemic, February 2004, Governor's Task Force on
the Obesity Epidemic
Analysis of "F as in Fat ", Author Unknown
Agenda for October 19, 2005 Meeting
Minutes for October 19,2005 Meeting
P.L.A.Y. Program Materials, Arizona Department of Health Services-
For review of this attachment, please see the Office of the Chief Clerk,
Arizona House of Representatives
Physical Education Survey in Arizona, Arizona Department of Education
Kentucky Bill Requiring Certain Physical Education Time
Comparison of National Association for Sports and Physical Education
against American Heart Association, American Cancer Society and
American Diabetes Association-For review of this attachment, please see
the Office of the Chief Clerk, Arizona House of Representatives
Comparison Matrix for Arizona Physical Education Implementation Task
Force, Shannon Harper
PE Implementation Plan for K-8 Grade, Jennal Johnson
Agenda for November 28,2005 Meeting
Minutes for November 28,2005 Meeting
State Physical Education Requirements by Grade Level, Legislative
Research Staff
A Proposal to the Physical Education Task Force, Dr. Robert Pangrazi
What Recommendation Ouestions Need to be Addressed from the Physical
Education Task Force, Shannon Harper
Mandatory Physical Education Im-plementation Timeline, Liane Bowles
Agenda for December 14,2005 Meeting
Minutes for December 14,2005 Meeting
Physical Education Recommendations_from the Task Force: Rounh Draft,
Shannon Harper
Physical Education Recommendations~from the Task Force Vote, Shannon
Harper
Physical Education Draft Recommendations, Options -for Task Force
Consideration and Vote, Shannon Harper
ATTACHMENT 1
ARIZONA STATE LEGISLATURE
INTERIM MEETING NOTICE
OPEN TO THE PUBLIC
MANDATORY PHYSICAL EDUCATION IMPLEMENTATION TASK FORCE
Date: Wednesday, September 7,2005
Time: 2:00 p.m.
Place: House Hearing Room 5
AGENDA
1. Welcome and Introductions
2. Overview by Staff
Review Committee Charge
Timeline
Goals
3. Selection of Chairman and Vice-Chairman
4. Current State of Arizona Physical Education by the Arizona Department of
Education
5. Best Practices from Other States by Shannon Harper, American Heart Association
6. Public Testimony
7. Discussion
8. Discuss Availability for Future Meetings
9. Adjourn
Members:
Senator Barbara Leff
Senator Harry Mitchell
Kimberly Babeu
Dr. Ken Cameron
Don Hiemstra
Jennal Johnson
John Koury
9/1/05
jrnb
Representative Mark Anderson
Representative David Lujan
Pamela Kulinna
Dr. Harold Magalnick
Sylvia Mejia
Robert P. Pangrazi
Margaret Tate
People with disabilities may request reasonable accommodations such as interpreters,
alternative formats, or assistance with physical accessibility. If you require
accommodations, please contact the Chief Clerk's Office at (602) 926-3032, TDD (602)
926-3241.
ATTACHMENT 2
ARIZONA STATE LEGISLATURE
Forty-seventh Legislature - First Regular Session
-
MANDATORY PHYSICAL EDUCATION IMPLEMENTATION TASK FORCE
Minutes of Meeting
Wednesday, September 7,2005
House Hearing Room 5 -- 2:00 p.m.
Representative Anderson called the meeting to order at 2:05 p.m. and attendance was noted by
the secretary.
Members Present
Senator Leff
Senator Mitchell
Kimberly Babeu
Liane Bowles
Dr. Ken Cameron
Don Hiemstra
Members Absent
Dr. Harold Magalnick
Margaret Tate
Representative Anderson
Representative Luj an
Jennal Johnson
John Koury
Pamela Kulinna
Sylvia Mejia
Robert P. Pangrazi
Speakers Present
Brian Lockery, Majority Research Analyst
Art Harding, Legislative Liaison, Arizona Department of Education
Lynn Ladd, School Health Nutrition Specialist, Arizona Department of Education
Shannon Harper, American Heart Association
Bill Stuart, Executive Director, Arizona Rural Schools Association
Welcome and Introductions
Representative Anderson welcomed everyone, and at his request, the Members introduced
themselves.
Overview by Staff
Brian Lockery, Majority Research Analyst, gave an overview of the charge of the Committee
(H.B. 2111, physical education implementation task force [Chapter 67, Laws of 20051,
Attachment 1).
Selection of Chairman and Vice-Chairman
Ms. Johnson nominated Mr. Anderson for Chairman and Senator Leff for
Vice-Chairman.
Ms. Kulinna nominated Mr. Pangrazi for Chairman.
A hand vote was taken on the nominations and Mr. Anderson was selected as
Chairman by a majority vote. Senator Leff was selected as Vice-Chairman
by a unanimous vote.
Current State of Arizona Physical Education by the Arizona Department of Education
Chairman Anderson remarked that the Arizona Department of Education (ADE) does not
routinely collect data on physical education programs, so a special effort was made to begin.
Art Harding, Legislative Liaison, Arizona Department of Education, thanked everyone for
attending, especially Mr. Hiemstra, Ms. Bowles, and Mrs. Johnson who were appointed by the
Superintendent of Public Instruction Tom Horne. He indicated that he and ADE staff are
available to assist the Committee and introduced Lynn Ladd.
Lynn Ladd, School Health Nutrition Specialist, Arizona Department of Education, clarified that
nine subject areas are required for Grades 1-9 according to Title 7 of the Arizona Administrative
Code. Of those, healthlphysical education (PE) combined is one subject area, so a school could
@ offer a sedentary health class and meet the requirement since a separate physical activity
component to the subject area is not specified. In order for a student to advance from the eighth
grade, competency in each of the nine areas must be demonstrated. That competency is defined
by the local school board, and therefore, each school district's approach to meeting the
requirement is likely to be different. The requirement for high school graduation is a minimum
of 20 credit hours, of which 8.5 are discretionary by the local school board, and within those
8.5 credits, a school district could elect to offer a PE class. HealthIPE is not a required subject
area in high school.
Ms. Ladd noted that ADE's data is limited because funding is not received for monitoring or
surveillance of PE. The data she will provide only applies to Grades 6-12 (Comprehensive
Health Surveillance System [CHSS] survey filled out by principals and teachers [Attachment 21)
and Grades 9-12 (Centers for Disease Control & Prevention [CDC] Youth Risk Behavior Survey
[YRBS] filled out by students [Attachment 31). No data is available on Kindergarten through
Grade 5. She highlighted the following points:
For Grades 6-12, 71 percent of principals surveyed indicated that they required PE
sometime during the school year. PE is different than physical activity, so the
requirement could have been met in a classroom setting where students learned about PE,
but did not have physical activity.
In Grades 6-12, of the principals surveyed, only 46 percent required students to retake a
PE class if the students failed, and 20 percent of the students could actually be exempt
from taking PE classes to participate in other school activities, not including school
sports, other community sports, and enrollment in other courses, so the percentage would
actually be higher.
Of the students who filled out the questionnaire, 36.5 percent in Grades 9-12 attend a PE
class one or more days per week, and only 22.2 percent attend PE class daily. Current
national PE standards recommend this age group receive at least a minimum of
45 minutes of physical activity each day.
Senator Leff recalled that the Committee is charged with addressing Grades K-8.
Chairman Anderson commented that he is not sure the Committee is limited to K-8 and probably
has the flexibility to at least talk about high school, and perhaps, make recommendations.
Ms. Ladd noted that the CDC YRBS survey is conducted in odd-numbered years, but the data for
2005 is not yet available.
Ms. Johnson asked if it is known whether PE is offered in every K-12 school district in Arizona.
Mr. Harding advised that Shannon Harper, American Heart Association, provided some
questions to develop a survey tool to poll school districts and probably charter schools. He
hopes to get the surveys to the site level as opposed to district offices.
Dr. Cameron remarked that the questions under physical activity in the School Health Index, a
study instrument developed by the CDC to evaluate and coordinate school health programs in
eight dimension areas, would be a good place to start in developing physical activity questions
about PE programs.
Mr. Harding indicated to Mr. Lujan that an on-line survey with multiple choice questions would
be preferable to an e-mail with text questions, and the numbers can be easily aggregated. When
responses are received, there should be adequate staff at ADE to compile the results. The
Members asked if the following questions could be included in the survey:
If the school district offers PE as an elective or mandatory course in certain grade levels.
How often PE classes are offered.
How many PE teachers administering the program are certifiedlhighly qualified.
Student-teacher ratio.
Dr. Cameron commented that many of the questions are addressed in the School Health Index,
but a few may need to be tweaked.
Mr. Hiemstra suggested one question, i.e., are the state standards for health and PE being
followed, and if so, how. Chairman Anderson responded that he is skeptical about asking that
question because he does not believe the school districts would say no, so more specificity is
needed. Mr. Hiemstra reminded the Members that the schools are just as busy as ADE.
Senator Leff noted that schools could be complying with a health class and not a PE class, which
appears to be the root of the problem. She questioned the reason for combining the two under
administrative rule. Mr. Harding said he does not know. He clarified that PE is an endorsement
for a teacher and reiterated that multiple choice, quantifiable questions would be preferable.
Senator Leff said she read last year that many schools decided to eliminate recess, which is
distressing, and wondered if recommendations can be made on the issue. Chairman Anderson
surmised that it would since the focus is on K-8.
Ms. Kulinna indicated that it would be nice to have information about recess opportunities, such
as how often and how long.
Senator Leff speculated that if a school district is short on time, perhaps recess could be counted
toward PE, as long as the children are active.
Best Practices from Other States
Shannon Harper, American Heart Association, conveyed that the six questions for the survey
tool were originally written by Active Arizona, which is a group of members from ADE, the
Arizona Department of Health Services (DHS), and Action for Healthy Kids. The School Health
Index was used. Some of the questions asked are not contained in the survey tool, specifically
the one about recess, but the majority of questions the Members asked are included. She
explained that the bill only pertains to K-8 as politics would not allow for addressing high
schools. She added that Ms. Ladd only reported on data fi-om Grades 6-12 because that is all
ADE has available, and the CDC data only focuses on Grades 9-12. Unfortunately, there is no
information at the state level for Grades 5 and below. She reviewed handouts presented to the
@ Members:
S.B. 1186, appropriations, children's physical activity programs (Chapter 320, Laws of
2001) (Attachment 4) established a school-based grant program to promote children's
physical activities called Promoting Lifetime Activity for Youth (P.L.A.Y.), which is
funded by DHS (Attachment 5). The staff position is currently vacant so she is not
entirely sure what is going on with the program.
Data provided by Ms. Ladd (Attachments 2 and 3).
Portions of a report called F as in Fat: How Obesity Policies are Failing in America
prepared by a nonpartisan, nonprofit organization showing what other states are doing
(Attachment 6). There are a few discrepancies, so it might be necessary to check the
statutes for specific states. Illinois is the only state that requires daily PE, but there are
many exemptions. South Carolina implements some at a time each school year instead of
imposing another mandate on the schools.
Issue Brief regarding Preventing Obesity in Youth through School-Based Efforts
(Attachment 7).
Definition of physical education versus physical activity (Attachment 8).
Move More: North Carolina's Recommended Standards for Physical Activity In School
(Attachment 9).
A Statistical Sourcebook, A Nation at Risk: Obesity in the United States produced by The
Robert Wood Johnson Foundation and the American Heart Association (Attachment 10).
Senator Leff asked if other states mix and match physical activity and PE or use the standard
definitions. Ms. Harper responded that she is not sure. It would probably be necessary to call
and ask. She would like to assume the standard definitions are used because those are generally
understood by anyone who is an expert in the field.
Chairman Anderson requested more detail on states that seem to be the most progressive, such as
Florida, Kentucky, and West Virginia. Ms. Harper said more detail can also be provided about
South Carolina. Mr. Hiemstra asked for the length of the school day and the number of days in
the year. Ms. Johnson asked for more detail on the State of Illinois.
Public Testimony
Bill Stuart, Executive Director, Arizona Rural Schools Association, noted that there are several
people in the room who competed in athletics during his early days as a young teacher, and he
believes their success is the result of that physical activity. He represents a group of rural school
districts some of which are pretty good sized, such as Kingman and Flagstaff, but also many tiny
school districts, which represent about 20 percent of the students in the state. He is in favor of
what the Committee is about, but asked the following:
Do not mandate a program that is unrealistic for rural school districts to implement
because of lack of facilities or personnel.
Give schools the authority to carry out the program that is mandated.
Fund the program.
Do not forget the distances students in outlying areas must travel. When he was school
superintendent for eight years in Yurna County, students were bused 60 miles one way
every day, and other districts in the state do the same or more.
Senator Leff speculated that since schools must have health or PE every day as part of the state
standard, the slot would already be there instead of adding additional hours to the day.
Mr. Stuart responded that the standard and reality are entirely different. Many rural school
districts find it difficult to have the programs on a daily basis, although some are doing an
excellent job. Schools need some "teeth" to make sure students get physical activity because in
many instances, a health class becomes the path of least resistance.
Ms. Johnson asked if the rural school districts could be distinguished in the survey by ADE.
Mr. Lujan asked if implementation of Arizona's Instrument to Measure Standards (AIMS) as a
graduation requirement has impacted schools as far as providing PE. Mr. Stuart replied that
there is no question it has impacted everything, except math and reading, because other subjects
are pushed aside to accommodate the testing.
Mr. Lujan asked what would prevent schools from carrying out whatever is implemented.
Mr. Stuart stated that many comparable things happened over the years, but he was a Building
Administrator in Leavenworth, Kansas for five years at a large high school with 1,500 students
of high-ranking military officers. A senior girl who was beautiful, extremely bright, and the
nicest person had a 4.0 grade average, except for a B in PE at a school in Pennsylvania, so she
was not named valedictorian. The girl's father took the issue to court, raised cain with the local
school people, and got the newspaper on his side. Eventually, PE was eliminated as a
requirement for those kinds of things, which weakened the entire PE program. A way is needed
to put some "teeth" into the program so it is what it is. The student should get the grade she
earned even though, unfortunately, she was not named valedictorian.
When Dr. Cameron asked for a model recommendation, Mr. Stuart answered that is a difficult
question, but offered the following recommendations:
Do not make the teaching requirement so stringent that a Ph.D. in PE is required to
teach a student to play dodge ball on the playground.
Ensure that the program developed can take place on a playground as opposed to an air-conditioned
gym, which some of the school districts do not have available.
PE should be on a daily basis, but if that is to happen, the rest of the curriculum and
other requirements in place should be reviewed to see what can possibly be eliminated.
Mr. Stuart agreed to talk to his constituents and bring back further information.
Chairman Anderson requested that ADE provide a list of required mandated courses, such as
character education, etc.
Senator Leff remarked that the skin cancer bill she sponsored last session did not create a
separate course, but was designed to fit into the regular classroom. She asked if the goal of the
Committee is to develop an academic program about how well a child plays basketball, noting
that she still has nightmares about climbing the ropes in PE, or to make sure children are
physically active and understand that physical activity is lifelong. Mr. Stuart responded that it is
important not to design a program where a student fails PE because he could not climb a rope.
He saw good marines that could not do that, but could do many other things. He would prefer
some kind of participation program with plenty of physical activity rather than teaching a student
the rules to play softball.
Senator Leff said she would not like to see a student dislike physical activity because the student
received a B and was kept from being the valedictorian. The goal is to make sure children are
eating properly and getting exercise. Mr. Stuart agreed, adding that there is a middle ground.
Discussion
Ms. Bowles advised Ms. Babeu that PE was left out of No Child Left Behind (NCLB), so PE
teachers do not have to be highly qualified; however, efforts are going on at the national level to
get that implemented next time the bill is heard.
Senator Mitchell advised that there is a recall currently going on at the Kyrene School District
because music and art were cut back 5 or 10 minutes per day to allow more time for reading,
writing, and AIMS.
Mr. Koury related that NCLB, the AIMS tests, mandates, and labels have turned schools upside
down. A huge number of schools are underperforming, nearly underperforming or failing, or
scared to death about becoming underperforming. The majority of his students are non-English
speaking who take math and AIMS math, reading and AIMS reading, writing and AIMS
writing. This is going on at the high school and other places because the students need to pass
the AIMS test to graduate. It has thrown out business education, all the fine arts, and destroyed
PE. He submitted that if there is a mandate for a highly qualified PE teacher and one period per
day of PE, it will not happen even if it is the law because of the other things that have to be
done. ADE would not even be able to follow up because it is not possible to monitor Title 1 and
NCLB on time.
Ms. Mejia stated that being fiom a rural community, she is lucky to have a highly qualified PE
teacher who does an excellent job of teaching with a focus on lifelong learning. With the current
obesity rate in the country, she teaches students why it is so important to include exercise in their
daily life, but at the same time, with the high stakes testing, she incorporates math facts, reading,
and writing. Ms. Mejia added that there are extreme weather conditions in Arizona, such as
snow in the north, while other areas like Yuma and Casa Grande have about four months out of
the year with over 100-degree weather. Her school is lucky to have a multipurpose room, but not
every school does, which needs to be considered for some of the rural areas.
Ms. Babeu stated that while teaching PE she incorporates math standards in homework, which
the math teacher grades. In the Fit for Life class, students are encouraged to sit on exercise balls.
Those with hyperactive disorder bounce up and down for a short while to expend energy and
then she works on core stabilization in the classroom, so their pulse rate is up during seat work.
She encouraged history, social studies, and language arts instructors to get students up and
moving so their pulse rate is higher than the teacher's. Many creative things can be done with
physical activity.
Ms. Johnson said she began a volunteer fitness program at the charter school. She is not a PE
teacher nor is there one at the school, but after school and on a voluntary basis, she and the
students used the lunchroom or classroom, went outside, up and down the stairs, or whatever
could be done. The school rents a church and does not have a multipurpose room or much
equipment, but it can be done.
Ms. Babeu revealed that students love pedometers. Governor Napolitano visited her class and
the students challenged her to 15,000 steps per day. The Governor upped the ante to 16,000
steps per day. Ms. Babeu is asked by students how many steps she has taken to see if they beat
her. She also has a walking club before school at 6:30 a.m., so 4,000 or 5,000 steps are taken
before school even begins.
Mr. Hiemstra submitted that the intensity and responsibility classroom teachers have for students
for the 2004-2005 school year is incredible. Testing in reading, writing, arithmetic, and soon to
be science and social studies is the next hurdle, without increasing the day or paying teachers
more to teach longer.
Senator Leff surmised that fewer children would be on Ritalin if they could expend some energy
rather than sitting all day, which would benefit teachers. When she attended school, although
life was different and there were no children who did not speak English, she had math, reading,
English, science, and social studies. Exams were taken in New York, so students had to be
proficient in order to earn a diploma, but they also had PE.
Mr. Hiemstra stated that the children in his district have a minimum of PE once per week,
sometimes twice a week, and if they are not in PE twice a week, the next week they have art
twice a week, the next week music twice a week, or the next week computer skills in order to hit
special areas, so the schedule is tight already. It would be okay to have a physical education
class with a highly qualified teacher, but there would be no art because there would not be any
more time.
Ms. Bowles opined that PE is a way to work smarter instead of harder by incorporating other
subjects. If students are up and moving their brains are oxygenated and they learn faster. A
good PE teacher is very creative. Even if the state mandate is math and reading, it is part of the
nature of children to be moving. It is also part of the nature of adults who suppress it because
they think they have no time, but end up with health problems later. It would be a great
disservice to children not to provide the physical activity that is desperately needed, not so much
by adding, but restructuring the day so there is physical activity in PE and other parts of the day.
Mr. Harding clarified that Title 7 says the student shall demonstrate competency as defined by
the standards at the grade level specified in language arts, literature, mathematics, science,
social studies, music, visual arts, and health/PE. It does not have to be every single day, so
@ however the school district decides the students meet those standards is how it works out.
Ms. Kulinna conveyed that she teaches and studies PE, and in particular, the role of physical
activity and PE in school settings and beyond. The current national standard is for all children to
have 60 minutes of physical activity per day, and PE should be a big part of that, but does not
have to be all of it. She believes some guidelines can be developed for physical education and
additional physical activity opportunities in the school setting. She opined that it is very
important that PE is taught by certified individuals so it is developmentally appropriate, best
practices are utilized, and students gain the skills, attitudes, behavior, and knowledge needed to
be physically active for a lifetime. Studies have shown that high school athletes are not more
active than other people later in life, so just participating in sports does not give someone the
skills to be a lifelong active person. She added that the Three River Study showed that time
taken away from academics for physical education did not reduce academic performance for
students.
Dr. Cameron recommended talking about a philosophical change in PE, which should constitute
getting students excited about being active and learning how to continue to be active. At the end
of the day, a student should be able to participate in an activity without needing 10 other people,
and students should be taught activities that can be tailored to their time and interests. Teachers
could include physical activity while addressing the standards in the content areas, but many
have no interest even though successful models are available.
Ms. Babeu stated that new words are being coined in the medical community, such as diobesity,
for a child that is morbidly obese and developing Type I1 diabetes. She has students that are
seven years old and over 300 pounds. No matter what high stakes test there is, if that is not
addressed through PE and physical activity and students start having heart problems at age 12,
the pendulum will swing the other way. She has been teaching for 25 years and has students that
cannot run around the track, so she puts them in the pool and talks about buoyancy while they
are exercising. It is necessary to be creative, and teachers can incorporate activity into academic
subjects.
Dr. Cameron stated that there is no funding for PE, but it would be better to pay now for an
ounce of prevention than later for people's Type I1 diabetes medications and ongoing strain on
the health care system.
Chairman Anderson speculated that schools may be reaching the point where most students will
pass the AIMS test. Several principals indicated to him that 90 percent of the students already
passed all three AIMS tests, which was before the last version came out that was more aligned
with the standards.
Mr. Koury noted that two more sections of AIMS tests are anticipated. The day is seven hours
counting lunch, recess, and walking to the bathroom, and now five classes per day will be tested
on AIMS. NCLB also nails schools that do not improve every year. Passing AIMS does not
mean that the school will not be making adequate yearly progress (AYP) at the federal level.
St. John's Unified School District did not make AYP, although test scores were higher than
every school in Yuma County, so there is always the need to keep excelling. Everybody is for
what the Committee wants to accomplish, but his focus will be on science now, then social
studies. Even though the students do not speak English, the federal government says they have
to pass AIMS or the school will be underperforming.
Mr. Koury said he was a college athlete, he loves PE, and his children are fanatic sports nuts and
active people, but it is important to make sure that physical activity is incorporated into the
curriculum. At his school, there are two recesses and a lunch recess per day, which he perceives
as physical activity, and students cannot sit in the library unless there is a medical problem. The
five areas of the AIMS plus the federal AYP are ruling their lives to the point that teachers are
reluctant to incorporate physical activity.
Ms. Johnson asked if anything can be learned from other states that integrated PE into the
curriculum that may not have the AIMS test but something equivalent. Chairman Anderson
indicated that some states are suing the federal government. Ms. Harper agreed that two states
are suing the federal government over NCLB, which she will check into. She added that other
states have tests, but she does not know if those are as active as AIMS.
Dr. Cameron stated that funding is an issue. He noted that New York as mentioned by Senator
Leff has PE, but funding per student per year is about $9,600, which has a huge impact on what
can be done under the NCLB requirements. The federal AYP is daunting. There are so many
levels where schools must be successful and it only takes one not to pass. Funding implications
for schools that receive title funds are very significant so that is a pressure that should be kept in
mind. At the high school level, there are Arizona Learns requirements, which differ from AYP
requirements, but are similar. There is also the graduation requirement, although recent
legislation may relieve some of the pressure.
Mr. Lujan remarked that at a future meeting he would like to review the additional finding and
resources schools would need to implement stricter physical activity requirements and whether
the state would provide funding. He endorsed being creative with PE. He asked if stricter
physical activity requirements would be implemented on a staggered basis to enable schools to
train teachers, or if PE teachers already have the skills to teach like Ms. Babeu.
Chairman Anderson suggested lengthening the school day by one hour to allow PE to be taught
properly, with exceptions for rural areas where students travel long distances. His noted that his
children returned from school at 3:00 p.m., and one study reported that problems occur during
that time because many parents do not arrive home until 5:00 p.m. Also, he noticed that at least
one of his children never has homework, so perhaps students could be taught about walking,
running, etc., in PE class, but the physical activity could be done in the evening as homework.
Senator Leff mentioned that lengthening the school day does not appeal to her because
2:30 to 3:00 p.m. is a long enough day, especially for young children, and many children have
after-school activities. She suggested focusing on the definition of physical education. From the
comments made, it appears problematic to utilize a full academic period, but incorporating
physical activity into the day so children can expend some energy and learn how it is important
seems doable.
@ Ms. Mejia remarked that lengthening the school day would be a problem with transportation in
her district where 10 school buses stagger transportation of elementary and middle school
students to and from school, as well as after-school activities.
Ms. Kulinna suggested that everyone read the document on physical education versus physical
activity (Attachment 8). She worked with inner city children and now works with
Native American students who do not have physical activity or skill opportunities outside the PE
class. There is no safe place to go after school to be physically active, and their parents cannot
afford additional programs.
Ms. Johnson suggested that the Committee make recommendations about being physically active
and fit for life rather than the old system of PE where activities such as softball or basketball
were engaged in that students do not participate in later.
Discuss Availability for Future Meetings
Chairman Anderson encouraged the Members to review the handouts and asked anyone with an
agenda topic to contact him. He clarified that the bill requires the Committee to look at the
possibility of increasing PE and activity in schools. There is not already a mandate, but the
Members need to determine if it is a good idea to mandate on some level.
Mr. Koury stated that the children at his house and relatives' homes are slim and active. He
cannot worry if someone who is 42 still plays basketball because he has too much to worry about
during school. Hopefully, physical activity will be carried on, but obese students are the result of
attitudes of other family members, which should be discussed. Parents have to be educated.
Schools are eliminating soda pop, but if a student goes home and drinks a coke and has a
Snickers candy bar, he is not sure anything has been solved. Senator Leff contended that the
student would have maybe one soda rather than two, three, or four, and the school is setting an
example that it is not healthy. She asked Ms. Harper to find out what is done in Kentucky and
other states with PE programs.
Dr. Cameron stated that California requires a fitness assessment in most grade levels, which
might be something to look into so data is available in the future. Relatively inexpensive
facilities are required for the assessments, which are standards-based.
Ms. Kulinna said in doing research about children's knowledge, even many middle school
students may know that aerobic exercise is running, but do not understand how it relates to their
health. She is curious about what knowledge is given to the students.
Ms. Bowles asked if a list of the Members' e-mail addresses can be provided. Mr. Lockery said
it is necessary to be careful about the open meeting laws. Chairman Anderson said to the extent
that it is possible, the list will be given out.
Mr. Koury recommended that since there are non-educators on the Committee, every Member
should have a copy of the standards in Title 7 for PE.
The Members agreed to meet again on Wednesday at 2:00 p.m. with the date to be decided.
Ms. Harper stated that the six survey questions were sent to the Members via e-mail, which
Mr. Harding ran through ADE, so the survey can potentially be distributed to superintendents or
administrators within the next week. Calls can probably be made to other states by Wednesday,
September 2 1,2005.
Dr. Cameron pointed out that the standards are available on the ADE web page, so Ms. Harper
indicated that she could send the Members a link.
Without objection, the meeting adjourned at 4:05 p.m.
Linda Taylor, Committee Secretary
September 13,2005
(Original minutes, attachments and tape are on file in the Office of the Chief Clerk).
ATTACHMENT 3
Senate Engrossed House Bi 11
FILED
S t a t e o f Arizona JANICE I(. BREWER
House o f R e p r e s e n t a t i v e s
F o r t y - s e v e n t h L e g i s l a t u r e
SECRETARY OF STATE
Fi r s t Regul a r Sessi on CHAPTER 67
2005
HOUSE BILL 21 11
AN ACT
ESTABLISHING A MANDATORY PHYSICAL EDUCATION IMPLEMENTATION TASK FORCE.
(TEXT OF BILL BEGINS ON NEXT PAGE)
H.B. 2111
3. Staffing requirements, which i ncl ude teacher-student ratios,
minimum certification requi rements and recruitment and retention issues,
particularly in regard t o urban and rural factors.
4. Facilities and resource requirements that are unique t o the
physical education program design.
5. Fiscal considerations in regard to current school d i s t r i c t funding
and the ability t o meet program demands upon full implementation.
6. Exemptions from a mandatory program both a t the individual student
level and a t the school level where small is01 ated schools may n o t be able to
comply with all of the elements of the mandatory program.
D. The task force shall be staffed by the department of education.
department of health services and appropriate legislative s t a f f .
E . After consideration of all of the elements prescribed in subsection
C , the task force shall draft a n implementation p l a n that addresses the
elements prescribed in subsection C , including an appropriate timeline for
achieving full implementation by a date certain and t h a t includes the
development proposal for draft legislation t h a t the task force believes i s
necessary t o successfully implement the proposed program.
F. The task force shall submit a final report including the
imp1 ementation plan and accompanying developed proposal for draft legislation
t o the governor, the president of the senate, the speaker of the house of
representatives and the state board of education by December 15, 2005. The
task force shall provide a copy of the final report t o the secretary of state
and the director of the Arizona s t a t e library, archives and public records.
Sec. 2. Delayed repeal
This act i s repealed from and after December 31. 2005.
ROVED BY THE GOVERNOR APRIL 13, 2005.
N THE OFFICE OF THE SECRETARY OF STATE APRIL 13, 2005.
Comprehensive Health Surveillance System (CHSS) Page 1 of 2
ATTACHMENT 4
Superintendent Tom Horne
Find a School
Top Arizona Schools
School/Dist/AZ Report Cards
Programs
Teacher Certification
Standards
Superintendent ~ o r n ~ & ~ 8 k ' ~ ~ ~ ~ ~ ~ ~ ~ ~
T''"'Ao p ArizsochnOa OS' chBooo, as i-d of Education
~ ~ , " ~ & & S ~ & ~ d f / ~ i nSavncsc i a l
-E:$@$$%fj2tg,??ortu it s
Board of Education contactA DE
Financial Education
Contact ADE
About ADE
About ADE
Resource Center Charter Schools
County Agencies
Non-Discrimination Policy
pp +Z- Servieef
: :Home :: A-Z Services :: SAIS :: Common Logon
School Effectiveness
School Safety and Prevention
Comprehensive Health Surveillance
System (CHSS)
The Comprehensive Health Surveillance System (CHSS)
provides coordinated system of data collection about the
role of prevention, health and safety in learning and
academic achievement. The intent is to reduce the amount
of reports required from every school every year, while
increasing the use of sample-based and confidential
research design.
Click on the links in the following table for a description of each report,
survey or study.
C.H.S.S.
Data Collection Plan for Prevention, Health and Safety Needs
Assessment, Required Reporting and Evaluation
Comprehensive Health Surveillance System LINKS
2003 ARIZONA STUDENT HEALTH SURVEY
Comprehensive Health Surveillance System (CHSS) Page 2 of 2
Contact Information
School Safety and Prevention
Arizona Department of Education
1535 West Jefferson Street, Bin 7
Phoenix, Arizona 85007
Tel: (602) 364-0103
Fax: (602) 542-3818
Evaluation Consultant: Catherine Osborn
-
Calendar of Events : : Newsletters Subscription : : Privacy Policy : : Resource Center
Copyright @ 2004 Arizona Department of Education: Management Information Systems, All Rights Reserved
School Health Education Profiles (AZ SHEP) Page 1 of 1
: :Home : : A-Z Services : : SAIS :: Common Logon
Superintendent Tom Horne I School Effectiveness I Find a School 1 School Safetv and 'Prevention I
Top Arizona Schools I - I
School/Dist/AZ Report cards1 Comprehensive Health Surveillance System (CHSS) I
Programs
Teacher Certification
Standards I
Superintendent ~ o r n ~ & ~ 8 L " ' ~ ~ ~ ~ l ~ ~ y
Find A i30,ard of Education Top Arizona Schoo s
~ ~ ~ ~ ~ & ~ f & ~ ~ / S~vcisn a n c i a l
iR:;~"h$~~!EPk~~~~~go~~u~
Board of Education contacAt DE
Financial Education
Contact ADE
About ADE
About ADE
Center Charter Schools
County Agencies I
Non-Discrimination Policy I
School Health Education Profiles (AZ SHEP)
2004 Summary of teachers survey
2004 Summary of teachers survey graph
2004 Summary of principals survey
2004 Summary of principals survey graph
Contact Information
School Safety and Prevention
Arizona Department of Education
1535 West Jefferson Street, Bin 7
Phoenix, Arizona 85007 .- . - - ..-
Tel: (602) 542-8700.- - - --
Fax: (602) 542-3818
Evaluation Research Consultant: Vacant
Admin Assistant: Davidson Riggs (602) 542-8730
Calendar of Events :: Newsletters Subscription :: Privacy Policy :: Resource Center
Copyright @ 2004 Arizona Department of Education: Management Information Systems, All Rights Reserved
Arizona Department of Education
2004 School Health Profiles Report
Teacher Results
3. Teachers tried to increase student knowledge on each of the following topics in a required health
education course in any of grades 6 through 12.*
Number Response Percent 95% Confidence
First Aid
High School
Middle School
JuniorlSenior Combined
Overall
Growth and development
High School
Middle School
JuniorISenior Combined
Overall
HIV (human immunodeficiency virus)
prevention
High School
Middle School
JuniorISenior Combined
Overall .
Human sexuality
High School
Middle School
JuniorlSenior Combined
Overall
Immunization and vaccinations
-- -- - -- High-Schooi - -. - - - - --
Middle School
JuniorISenior Combined
Overall
Nutrition and dietary behavior
High School
Middle School
JuniorISenior Combined
Overall
Personal hygiene
High School
Middle School
JuniorlSenior Combined
Overall
Physical activity and fitness
High School
Middle School
JuniorISenior Combined
Overall
*Among those schools that required a health education course for students in any of grades 6 through 12.
Arizona Department of Education
2004 School Health Profiles Report
Principal Results
11. Physical education is required for students in any of grades 6 through 12.
Number Response Percent 95% Confidence
Yes
High School
Middle School
JuniorISenior Combined
Overall
Arizona Department of Education
2004 School Health Profiles Report
Principal Results
12. Number of required physical education courses students take in grades 6 through 12.*
Number Response Percent 95% Confidence
0 courses
High School
Middle School
JuniorISenior Combined
Overall
1 course
High School
Middle School
JuniorlSenior Combined
Overall
2-3 courses
High School
Middle School
JuniorISenior Combined
Overall
4-5 courses
High School
Middle School
JuniorISenior Combined
Overall
6-7 courses
High School
Middle School
-- - - - -. JuniorISenior Combined - - --
-- - ..
Overall
8 or more courses
High School
Middle School
JuniorISenior Combined
Overall
*Among those schools that required physical education for students in any of grades 6 through 12.
Arizona Department of Education
2004 School Health Profiles Report
Principal Results
13. A required physical education course is taught in each of the following grades.'
Sixth grade
High School
Middle School
JuniorISenior Combined
Overall
Seventh grade
High School
Middle School
JuniorISenior Combined
Overall
Eighth grade
High School
Middle School
JuniorISenior Combined
Overall
Number Response Percent
Ninth grade
High School 6 1 58 95
Middle School
JuniorISenior Combined 25 21 84
Overall 95 82 86
Tenth grade
High School 60 34 57
Middle School
- - - ~ ~ ~ i ~ ~ /co~m~bi,ne, di.~ -~ - - - ..-- - - 25 -1 8- - -- 72--- -
Overall 86 52 6 1
Eleventh grade
High School
Middle School
JuniorISenior Combined
Overall
Twelfth grade
High School
Middle School
JuniorISenior Combined
Overall
95% Confidence
*Among those schools that required physical education for students and where students take one or more required physical
education courses in any of grades 6 through 12.
Arizona Department of Education
2004 School Health Profiles Report
Principal Results
14. Students can be exempted from -taking a required physical education course for any of the following
reasons.*
Number Response Percent 95% Confidence
Enrollment in other courses
High School
Middle School
JuniorlSenior Combined
Overall
Participation in school sports
High School
Middle School
JuniorlSenior Combined
Overall
Participation in other school activities
High School 65 19 29 21 - 37
Middle School 120 21 17 12-22
JuniorISenior Combined 26 3 12 2-22
Overall 21 1 43 20 16 - 24
Participation in community sports
High School
Middle School
JuniorlSenior Combined
Overall
*Among those schools that required physical education for students and where students take one or more required physical
education courses in any of grades 6 through 12. e
Arizona Department of Education
2004 School Health Profiles Report
Principal Results
15. Students who fail a required physical education course are required to repeat it.*
Yes
High School
Middle School
JuniorISenior Combined
Overall
Number Response Percent 95% Confidence
63 61 97 93 - 100
122 18 14 9-19 . .
25 2 1 84 . 71 - 97
210 100 46 42 - 50
*Among those schools that required physical education for students and where students take one or more required physical
education courses in any of grades 6 through 12.
Arizona Department of Education
2004 School Health Profiles Report
Principal Results
16. A newly hired physical education teacher or specialist is required to be certified, licensed, or endorsed
by the state in physical education.
Number Response Percent 95% Confidence
Yes
High School
Middle School
JuniorISenior Combined
Overall
Arizona Department of Education
2004 School Health Profiles Report
Principal Results
17. Students are offered opportunities to participate in before- or after-school intramural activities or
physical activity clubs.
Number Response Percent 95% Confidence
Yes
High School
Middle School
JuniorISenior Combined
Overall
Arizona Department of Education
2004 School Health Profiles Report
Principal Results
18. Transportation home is provided for students who participate in after-school intramural activities or
physical activity clubs.*
Number Response Percent 95% Confidence
Yes
High School
Middle School
JuniorISenior Combined
Overall
*Among those schools that offered students opportunities to participate in before- or after-school intramural activities or physical
activity clubs.
Arizona Department of Education
2004 School Health Profiles Report
Principal Results
19. Outside of school hours or when school is not in session, children or adolescents use the school's
activity or athletic facilities for community-sponsored sports teams or physical activity programs.
Yes
High School
Middle School
JuniorlSenior Combined
Overall
Number Response Percent 95% Confidence
1
Fact Sheet
Physical Education and Activity
From CDC's School Health Policies and Programs Study (SHPPS) 2000
About SHPPS
SHPPS is a national survey periodically conducted
to assess school health policies and programs at
the state, district, school, and classroom levels.
Results from SHPPS 2000 are published in the
Journal of School Health, Volume 71, Number 7,
September 2001.
Physical Education Requirements
Percentage of States and Districts Requiring
Schools to Teach Physical Education and
Percentage of Schools Requiring Students to
Take Physical Education, by School Level
Elementary MiddlelJunior high Senior high
1. States BB Districts OSchools I
8.0% of elementary schools (excluding kindergar-ten,
which has requirements that are consistently
lower than those for grades 1 through 5), 6.4%
of middleljunior high schools, and 5.8% of senior
high schools provide daily physical education or
its equivalent (1 50 minutes per week for elemen-tary
schools; 225 minutes per week for middle/
junior and senior high schools) for the entire
school year for students in all grades in
the school.
16.7% of elementary schools exempt students
from required physical education courses for
one or more of the following reasons: high
physical competency test scores, participation
in other school activities, participation in
community sports activities, and participation in
community service activities.
25.3% of middleljunior high schools and 40.0%
of senior high schools exempt students from
required physical education courses for one or
more of the following reasons: high physical
competency test scores, participation in other
school activities, participation in community
sports activities, participation in community
service activities, enrollment in other school
courses, participation in school sports, and
participation in vocational training.
Among schools that require physical education,
41.9% have a maximum allowable student-to-teacher
ratio for required physical education.
The average maximum allowable ratio is 28:l for
elementary schools, 31 :I for middleljunior high
schools, and 33:l for senior high schools.
84.0% of elementary, 77.4% of middleJjunior
high, and 79.5% of senior high schools follow
national or state physical education standards or
guidelines.
Percentage of Schools that Require Physical
Education, by Grade
Grade
DEPARTMENT OF HEALTH AND HUMAN SERVICES
CENTERS FOR DISEASE CONTROL AND PREVENTION
..,=.."..Lm, ..., -...-
Course Characteristics
1 Among schools that require physical education,
98.2% teach group or team activities, 97.4%
teach individual or paired activities, 69.3% teach
dance activities, and 12.5% teach aquatic
activities.
1 Among schools that teach group or team activi-ties
in required physical education, the most
commonly taught activities are basketball
(95.6%); baseball, softball, or whiffleball
(93.4%); volleyball (92.6%); soccer (90.7%);
and in elementary schools, tag (91 -2%).
Among schools that teach individual or paired
activities in required physical education, the most
commonly taught activities are walking, jogging,
or running (96.3%); jumping rope (90.3%); and
track and field (74.3%).
Required physical education is taught only by
physical education teachers in 69.8% of elemen-tary
schools that require physical education, in
64.2% of middleljunior high schools that require
physical education, and in 61.2% of senior high
schools that require physical education.
Coordination, Professional Requirements,
and Staff Development
During the two years preceding the study:
-..-68.6%of states,62.2% ofdisMcts, and 85.W0. .-
of schools have someone who oversees or
coordinates physical education.
1 80.6% of schools require newly hired physical
education teachers to have undergraduate or
graduate training in physical education or a
related field, and 73.2% of schools require newly
hired physical education teachers to be state-certified,
licensed, or endorsed in physical
education.
66.0% of states and 80.7% of districts
provided funding for or offered staff develop-ment
on physical education topics to those who
teach physical education.
89.3% of schools had physical education teach-ers
who received staff development on at least
one physical education topic.
Student Assessment and Grading
1 In 76.8% of schools, teachers had students take
skills performance tests in at least one required
physical education course; in 76.5% of schools,
teachers had students take physical fitness
tests; and in 43.9% of schools, teachers had
students take written tests of knowledge
related to physical education.
Grades in required physical education courses
are counted the same as other subjects for
academic recognition in 51 .O% of elementary
schools, 74.8% of middleljunior high schools,
and 77.7% of senior high schools.
1 9.0% of elementary, 20.5% of middleljunior
high, and 91 -3% of senior high schools that
give grades for physical education require
students to repeat required physical education
courses if they receive a failing grade.
Recess and Extracurricular Physical Activity
71.4% of elementary schools provide regularly
scheduled recess for students in all grades
kindergarten through 5.
49.0% of all schools offer intramural activities
or physical activity clubs for students. At least
one-half of these schools offer baseball, softball,
or whiffleball; basketball; football; and soccer to
- --b oys; and basebeball, softball, or whiffleball; - - _
basketball; and volleyball to girls. Among
schools offering intramural activities, 14.7%
provide transportation home for students
who participate.
99.2% of co-ed middle/junior and senior high
schools offer interscholastic sports. More than
one-half of these schools offer basketball, cross
country, and track and field to both boys and
girls; and fast- or slow-pitch softball and volley-ball
to girls only. Among schools offering inter-scholastic
sports, 21.5% provide transportation
home for students who participate.
Physical activity facilities are used for
community-sponsored sports teams, classes,
"open gym," or unsupervised programs for
children in 71.6% of schools and for adults in
56.6% of schools during one or more of the
following times: before school, after school,
evenings, weekends, or during school vacations.
For additional information on SHPPS, contact the Centers for Disease Control and Prevention (CDC),
National Center for Chronic Disease Prevention and Health Promotion, Division ofAdolescent and School Health,
4770 Buford Highway, NE, Mailstop K-33, Atlanta, GA 3034 1-371 7, telephone 888-23 1-6405, http://www.cdc.gov/shpps.
Fact Sheet
Physical Education for Students with Disabilities
From CDC's School Health Policies and Programs Study (SHPPS) 2000
About SHPPS Among the schools that have students with perma-
SHPPS is a national survey periodically conducted nent physical or cognitive disabilities:
to assess school health policies and programs at 94.5% have students with permanent physical or
the state, district,'school, and classroom levels. cognitive disabilities who participate in required
Results from SHPPS 2000 are published in the physical education.
Journal of School Health, Volume 7 1, Number 7,
September 2001. 85.6% include physical education in Individual-ized
Education Plans (IEPs) for these students.
Percentage of States, Districts, and Schools that Allow Students at Each School Level to
be Exempted from Physical Education Requirements for One Grading Period or Longer, By
Reason for Exemption
Cognitive disability
Elementary schools
Middleljunior high schools
- - - - - --- - -- - . - -
Senior high schools
Elementary schools
Middleljunior high schools
Senior high schools
Elementary schools
Middleljunior high schools
Percentage of States and Districts with Policies Requiring Schools to Implement Measures
to Meet the Physical Education Needs of Students with Disabilities
Among schools that have students with disabilities
who participate in required physical education:
84.5% have some students who participate only
in regular physical education.
37.7% have some students who participate in
both adapted and regular physical education.
27.5% have some students who participate only
in adapted physical education.
W 31.2% of required physical education courses
contained students with permanent physical or
cognitive disabilities.
Teachers in 87.1 % of these courses used
simplified instructional content or variations in
the amount of difficulty of the material taught.
Teachers in 82.5% of these courses used more
skill modeling, practice, or repetition.
Students with disabilities are taught by a regular Teachers in 62.8% of these courses used
physical education teacher in 83.4% of schools, modified physical skills tests.
- an adap-t-e-d p-hy- sical ed-u- c-a t-io-n sp-e -c -i a-lis-t i n - - - - --- .. -- - - - - --
23.3% of schools, a special education teacher in Teachers in 5 4 . 9 0 / ~ e c o ~ i ? suessed
17.2% of schools, a physical or occupational modified equipment or facilities.
therapist in 16.0% of schools, and a special
education teacher's aide in 15.6% of schools.
For additional information on SHPPS, contact the Centers for Disease Control and Prevention (CDC),
I/ National Center for Chronic Disease Prevention and Health Promotion, Division ofAdolescent and School Health,
4770 Buford Highway, NE, Mailstop K-33, Atlanta, GA 3034 1-37 17, telephone 888-23 1-6405, http://www.cdc.gov/shpps.
Action for Healthy Kids: Arizona Page 1 of 2 -
Here's What's Happening in Arizona
The Arizona State Team has developed the "Arizona Healthy School
Environment Model Policy" that serves as a guide to establishing
standards for a healthy school environment. The Department of
Education, a vital partner in combating poor nutrition and physical
inactivity in schools, has endorsed the model policy. The model policy
recommends 30 minutes of physical education, recess before lunch in
elementary schools and 45 minutes of physical education per day in
Learn How You Ca11 Help middle and high schools. The model policy encourages schools to offer
You can help improve children's nutrition breakfast and lunch options consistent with USDA Dietar.y q- uidelines as
faonrd H pehaylsthicya Kl aidcst iSvittay teb yT ejoamin ionr gybo yu mr Aakctiniogn well as provide adequate space and time for school meals. Eight pilot
a contribution. learn more sr schools, including four elementary schools and four middlelhigh schools, rn
have been selected to implement the Healthy School Environment Model
Policy as part of USDA Team Nutrition mini-grants. Schools primarily
use the mini-grant funds to help integrate nutrition education into the
general curriculum, increase physical activity opportunities, and to
establish healthy guidelines in the cafeteria. I n order to assess the mini-
7 - - grant program, the State Team developed and administered a survey to
Contact Ids I t , r , r t I I ~ 1 [ t t 1 ' (
collect baseline data from each school before their project began. Pilot
schools will submit monthly data collection forms with which the
Department of Education will provide technical assistance. And, finally,
post implementation data, including the results of nutrition and physical
activity surveys, will be collected to evaluate the effectiveness of the
model policy's implementation.
State Team Action Plan Goals
The Arizona State Team is working to achieve the following goals in our
state. These goals are drawn from the Healthy Schools Summit
Commitmertt to Change.
Goal 1
Provide age-appropriate and culturally sensitive instruction in health
education and physical education that help students develop the
knowledge, attitudes, skills and behaviors to adopt, maintain and enjoy
healthy eating habits and a physically active lifestyle.
Lee Reffida, Arizona Dept. of Health Services, Team Leader for
Chairperson MCHIWIC Nutritionists
MATHEW AZ DEPT. OF EDUCATION, School Health &
MCCARTV, Nutrition Programs Specialist
Co-chair
Pirrdy Weiier, American Heart Association
Co-chair
Terri Oleliason, Dairy Council of AZ, Director of Nutrition Services
Liaison
Action for Healthy Kids: Arizona Page 2 of 2
State and National Profiles
Read the 2005 Arizona State Profile. The State Profiles contain critical
baseline information regarding the state's status in key nutrition and
physical activity areas. Profiles were researched and compiled by the
Council of Chief State School Officers (an Action for Healthy Kids
Partner Steering Conlmittee member) to aid AFHK State Teams in
developing and implementing state-level action plans.
The following National Profile was created to highlight data on
nutrition and fitness in a broader scope and to help place the State
Profiles in a national context.
More Information
I f you would like more information about Action for Healthy Kids State
Teams, please e-mail us. Or you can join a stale team.
ARIZONA PROFILE
At the heart of the Action for Healthy Kids Initiative are State Teams composed of individuals who
are committed to improving the nutrition and fitness of our nation's children. To help State Teams
understand the challenges they face, the State Profiles provide important background information
and data on nutrition and fitness. The State Profiles have been developed for every state, the
District of Columbia, and the nation.
While there are numerous activities happening in local school districts and cities, the Profiles were
limited to national and state-level data.
Each State Profile contains the following:
I. School Demographics: Numbers of students, ethnic breakdown of the students, number
of school buildings, teachers, districts, and building and district staff
2. Charter Schools: Number of students, charter schools, and legislation
3. Health Behaviors and Risks: If available for the state, this section will contain
overweightlobesity rates, nutritionldietary and physical activity behaviors and risks
4. BMI: National rates for 9-1 8 year olds
5. School Food Programs & Hunger: Percentages of food insecurity and participation levels
in the school breakfast and lunch programs
6. Income Demographics: Per capita income and unemployment and poverty rates
7. Legislation: Links and information about statutes pertaining to nutrition and fitness
8. Policy: Information about policies on food and physical educationlactivity in the schools
9. Standards and Assessment: Nationallstate-specific standards and graduation
requirements. This section also describes types of assessment projects with which states
are currently involved
10. Important State Links: State education agency, state health agency, state agriculture
agency contact information, and after school programs available at your state
11. References: Contains all data sources and notes for information shared in profiles
National and State Profiles are available for public view and use at ~ ~ ? K ~ L A L ~ ~ ~ _ F ~ H G ~ ? I ~ ~ ~ Y ~ I ~ 1
Action For Healthy Kids -State Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with support from Action for Healthy Kids.
May be duplicated with acknowledgement,
I) ARIZONA SCHOOL DEMOGRAPHICS 1,2,3
National Center for Education Statistics (NCES) is the primary federal entity for collecting and
analyzing U.S. education data. All NCES data and reports are publicly available and easily
accessible. The most recent public school data available are for the school year 2001-2002, and
the most recent private school data that provide state level data are for the school year 1999-2000.
Total Number of Students in Public ~chools': 91 0,918
Number of Public School ~istricts': 323
Number of Public School Building staff'' : 46,721
Number of Public School District staff'. ': 1,240
"Elementary" numbers were calculated by adding grades kindergarten to 6th data sets. ' 'Secondary" numbers were calculated by adding grades P to lp data sets. ' "Ungraded" are students who are assigned to programs or classes without a standard grade designation.
States are requested to report teachers of "ungraded classes even if all students are assigned a grade level.
"Building stah are instructional aids, instructional coordinators and supervisors, elementary and
secondary guidance counselorsldirectors, librarians, library sfaff, school administrative support sfaff, studenf
supporf services, and all support services related jobs. ' "District sfah are LEA administrators and administrative support staff.
Action For Healthy Kids -Sfate Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with support from Acfion for Healthy Kids.
May be duplicated with acknowledgement.
Total Number of Students in Private schools3 : 44,059
Total students3
American IndianlAlaskan
AsianlPacific lslande?
Black, on- is panic^
is panic^
White, on- is panic^
~eachers~
' "Elementary" numbers were calculated by adding grades kindergarten to 6'h data sets.
Secondary"numbers were calculated by adding grades fhto lPhd ata sets. ' Combined is a school that may include kindergarten to 6'h grade and one or more grades from gth to lPh.
2) ARIZONA CHARTER SCHOOLS~
Cd; ,i; 5( 111 ~ d c t,i re I 10lrst:~t8rla n ~.d!L~ircs c trn~llso f cfiulce illdl c>]~trattJt~ :siri!i freedcqrr trrirrl i t ~ g;~~t ~ y
ilik 1egkoElrroli2f I1t-4 drqdy 111 trac11I1rltrapl utjiic. sr Plotzlc 1 IFP" ~ 1 w t 1 ~ rt-' '5 tC.fl~listl~~Er~ICgI I h 5~'h~iirl
IS R [~F;I~(JiIb l;iilc,c- ( ~ i i i~lt I!F,~;~!~IiIt sIF~; sc ! 1 ~ 1 ~ 1 ' &I,~ ~):%s~c11>1 0EcIJ 1d111. goals $ludi,irts sk riled ~r~~?lI~crrfs
of asseb,rrt~er fl 8*ir(l L ~ L C ~ \f~cSi ti-ieasul(+ s11~t.eS~in~ce. 1991, 41 states and the District of Columbia
have signed charter school legislation into law.
25,186
1,366 (5.4%)
828 (3.3%)
836 (3.3%)
5,269 (20.9%)
16,887 (67.0%)
1,733
Number of students enrolled
Number of charter schools4
Charter school legislation4
htt~://www.asbcs.state.az.us/asbcs/SchoolResARS.as~
Action For Healthy Kids -State Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with support from Action for Healthy Kids.
May be duplicated with acknowledgement.
8,424
269 (3.2%)
301 (3.6%)
203 (2.4%)
1,587 (1 8.8%)
6,064 (72.0%)
633
10,449
721 (6.9%)
337 (3.2%)
441 (4.2%)
2,375 (22.7%)
6,575 (63.0%)
953
3) ARIZONA HEALTH BEHAVIORS AND RISKS'
The Youth Risk Behavior Surveillance (YRBS) was developed in 1990 to monitor priority health risk
behaviors that contribute markedly to the leading causes of death, disability, and social problems
among youth and adults (gttho ~ 2g'rad~e) in the U.S. The survey is administered every two years
with the most current results published for 2003. Thirty-two states including the District of Columbia
participated in the 2003 YRBS.
. ., *r-< \a 9. .>,+.eC- * A#< cS >* I. *+% I
z -. * ' OBESjW: ti -, ., a ,* n : zSzi 1 e * " wc,1&4 /J. 4 :, * In ,,: 4 ki
i t C*" * %i -" " ,i * " r .#: ' - 4 +* , i,$-+,,"* 5 '_
Action For Healthy Kids -Sfate Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with support from Action for Healthy Kids.
May be duplicated with acknowledgement.
.lx s&ftv4 * *+e z *+ ;- zsa r:vfl.& % - '& y*~.A: pd$pA-2: r *
+% 4 - i - F ~ - U L * $ ~ * ~ ~ ~ ~ ~ ~ ' ' '? se&HYqwAE&Q UC&riQNi;i*r ep p ,*, ev,*wx + :=$4+jgz
NATIONAL
29.6%
14.8%
12.1%
43.8%
a DATA CATEGORY
Percentage of students described themselves as slightly or
very overweight
Percentage of students who at risk for being overweight
Percentage of students who are overweight
Percentage of students who are trying to lose weight5
:<* * ,*3 P2- 9 * S P ,9* ;>.: - ,* ,
ii
" DATA CA?E@O@Y " _. - -
Percentage of students who attended physical education
class daily5
Percentage of students who attended physical education
class one or more days during an average school week5
Percentage of students who participated in no vigorous or
moderate physical activity during the past seven days5
Percentage of students who did not participate in at least 20
minutes of vigorous physical activity on three or more of the
past seven days and did not do at least 30 minutes of
moderate physical activity on five or more of the past seven
days5
Percentage of students who watched three or more hours of
TV per day on an average school day5
1 ARBZONA-
31.6%
13.6%
10.8%
47.7%
A-&zoNA ' '
23.2%
37.9%
7.7%
27.8%
36.6%
NATiONAL '
28.4%
55.7%
11.5%
62.6%
38.2%
4) 6 ~ 1 ~
The body mass index is a number that shows body weight adjusted for height. BMI can be
calculated with simple math using inches and pounds, or meters and kilograms. Currently, only
national level data is available for school-aged youth from the 1999-2002 National Health and
Nutrition Survey (NHANES).
5)ARlZONA SCHOOL FOOD PROGRAMS & HUNGER^'^
Federal nutrition programs help students succeed in school. Congress enacted the 1946 National
School Lunch Act as a "measure of national security, to safeguard the health and well-being of the
Nation's children." School Breakfast Program (SBP) was established by Congress, first as a pilot
program in 1966 in areas where children had long bus rides to school and then as a permanent
entitlement program in 1975 to assist schools in providing nutritious morning meals to the nation's
children.
Action For Healthy Kids -State Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with support from Action for Healthy Kids.
May be duplicated with acknowledgement.
participating in the paid
Total number of students
participating (free and reduced +
paid)
Of the students participating in
the meal program, what is the
percentage enrolled in the free
and reduced-price program?
Number of schools participating7
Percent of total schools
7 participating
176,901
83.9%
1,337
88.4%
8,680,178
82.0%
78,118
79.4%
540,452
----
1,512
----
28,426,911
----
98,375
----
LEGISLATION PROMOTING SCHOOL BREAKFAST'
FRAC has collected state legislation (2003-2004) related to school breakfast. FRAC specifically
collected on these school breakfast program (SBP) legislation topics: state mandates, state
funding, universal breakfast funding, reporting requirement for either stateldistrict for SBP,
scheduling requirement for SBP, or outreach related to SBP.
Schools that have 35 percent or more free or reduced price (F&RP) eligible students and that do
not participafe in fhe School Breakfast Program (SBP) must report the reasons for nonparticipation.
HR 221 1, 45th Leg., 1st Reg. Sess. (Az. 2001). In effecf since September 2001, this act was
repealed effective January 1, 2004.
6) ARIZONA INCOME DEMOGRAPHICS 9,10,11
The U.S. Census Bureau collects basic demographic information such as income, poverty, and
health insurance on a yearly basis. The U.S. Department of Labor, Bureau of Labor Statistics
collects data such as unemployment rates, inflation, and consumer spending. The most recent
data from the U.S. Census Bureau and Department of Labor are for 2003.
Action For Healthy Kids State Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with supporf from Action for Healthy Kids.
May be duplicated with acknowledgement.
.4
$+;
< ;+ +$*,e &<+'a? v*: -2g & - * * ++ ;" < s> *->' &f)(, &*j . + - #; "* i<"%.l ;,>*$z
;.. +,a:, :;g~;g~~3: -*.: --INCOME-D EMOG.mPHB(;$:5ga: " v '; ; ji - %,+, ._ ., +
, :, 1;; ..' ' 9
What is the per capita income?'
Unemployment ate"
(Number of persons who are unemployed)
poverty ~afe"
(Number of persons living in poverty)
Poverty Rate for children under 18"
(Number of children under 18 living in
poverty)
AWZONA -
$42,062
5.6%
13.5%
19.1%
' ~ATIONAL -
$43,527
6.0%
12.5%
17.6%
7) ARIZONA LEGISLATION 12,13
National Conference of State Legislatures has collected recent legislative activity and/or recent
statutes regarding nutrition, physical activity, and physical education.
National Conference of State Legislatures (NCSL)'~
NCSL has collected childhood obesity legislation proposed or enacted in 2003 and 2004.
No legislation.
NCSL has created a New Healthy Community Design database13 that provides state-specific
information (if the bill has been passed in your state) on such topics as: bikelpedestrian, farm-to-school,
nutrition, obesity, and physical activity.
http:/lwww.ncsl.ora/~roarams/environ/envHealth/healthvcommuni bills.cfm
To find existing state law@) on nutritionldietary behavior and physical activityleducation please go
to your state's legislative website
http:l/www.azlea.state.az.us/
8) ARIZONA POLICY 14,15,16,17
This section contains data that comes from information reported by state education agencies in
2000 as a part of the Centers for Disease Control state-level School Health Policies and Programs
Study (SHPPS) '. Policies can change rapidly. SHPPS will be conducted again in 2006.
For the most current information, please follow the website link to your state's Agriculture
Department: htt~://www.aariculture.state.az.us/
Neither requires nor
nor recommends recommends
recommends I offering junk foods in. . . l4
Action For Healthy Kids -Sfate Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with support from Action for Healthy Kids.
May be duplicated wifh acknowledgement.
POLICIES ON FOOD IN SCHOOLS" ,' i,j * d !
POLlCY
Has your state adopted a policy stating that
districts will have someone to oversee or
coordinate food service in the district (e.g., a
district food service coordinator) ? 14
Has your state adopted a policy requiring district
food service coordinators to earn continuing
education credits on nutrition or school food
service to maintain state certification, licensure,
or endorsement? l4
Does your state offer certification, licensure, or
endorsement for district food service
coordinators? l4
Has your state adopted a policy prohibiting
schools from using food or food coupons as a
reward for good behavior or academic
performance ? l4
. ' * i s POLICIES ON NUTRITION AND DIETARY BEHAVIOR, .I.';:: 2x
8
Action For Healthy Kids State Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Ofticers with support from Action for Healthy Kids.
May be duplicated with acknowledgement.
7- * ~
ARZONA POLlCY -
No policy
State does not offer certification, licensure, or
endorsement to district food service
coordinators
No
No policy
Has your state adopted a policy
stating that schools will teach
nutrition and dietary behavior
in ...1 4
POLICIES ON PHYSICAL EDUCATION 8 ACTNFW IN SCHOQL~~~:'
POLICY
Has your state adopted a policy
stating newly-hired staff that teach
physical education be certified,
licensed, or endorsed by the state
to teach physical education? ''
Has your state adopted a policy
stating that schools will teach
physical education? '4
Based on policies adopted by your
state, what is the required student-to-
teacher ratio for physical
education? ''
Has your state adopted a policy
stating that physical activity and
fitness will be taught as a part of
classroom instruction? '"
Elementary
schools I
No policy
Middleljunior '
high schools
No policy
Segdr' high schoqle
* Y -- ~ 4 3 + * '
NIA
No policy
No policy
No policy
Elementary
Schools
NIA
No policy
No policy
No policy
' : Senior high-sctiobis.
+ > -
\ A
, -
No policy
Middleljunior
high schools ;
NIA
No policy
No policy
No policy
hysical education topics to maintain
In 2002, the USDA piloted the Fruit and Vegetable Program. The program provides students with
free fresh and dried fruits and fresh vegetables. In 2002, the USDA compiled state policies on
competitive foods.
National Association of State Boards of Education (NASBE)' compiles state school health policies
in their database. For additional information:
htt~://www.nasbe.ora/HealthvSchools/States/State Policv.htrnl
L'-,* a-& ,-A 3 ,
, - a %' *"' . USDA FRUTT:&VEGETABLE"PROGRbM , ,* :
:it* : a5*4k&d&:c A A ( *l : - . DATA CATEGORY
Participates in USDA Fruit and Vegetable
program'
Competitive food policy (2002)16
9
Action For Healthy Kids -Sfate Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with support from Action for Healthy Kids.
May be duplicated with acknowledgement.
- ARIZONA
Does not participate
USDA regulations
SCHOOL HEALTH ADVISORY COUNCIL
DATA CATEGORY
State's coordinating or advisory council policy'7
ARIZONA
No policy
9) ARIZONA STATE STANDARDS AND ASSESSMENT ^14.18,19
In 2001, NASPE compiled information on each state's health education and physical education
standards. Many states base their health education and physical education standards on
national standards. Nutrition education is a component of health education and most states do
not have separate nutrition education standards. This section also contains information from
the 2000 SPHHS.
,:Z, 6 9 " -a \A - , $ _a,:?&;
, , -." - . p~f&&~g C A ~~O ND ~. - Q .. S. -. is. 2 , " "8 s -'#6,,, :-< ",
10
Action For Healthy Kids -State Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with support from Action for Healthy Kids.
May be duplicated with acknowledgement.
*, , ' DATA CATEGORY,
Physical Education standards'"
Are these health standards or guidelines based
on the National Standards for Physical
ducati ion?'^
What are your state's physical education student
requirements?18
-* 4r
/ j r - * 4 $ 2 :ix
s ./ , ,,* .-HEALTH EDUCATION STANDARDSt. 7. + - : a'
* / /F - ARIZONA-Physical
education standards exist and are
somewhat based on the National Standards for
Physical Education. No statewide assessment
of the standards is conducted.
Yes
Yes
;-+", ' DATA CATEGORY '
Are these health standards or guidelines based
on the National Health Education standards?14
Are these health standards or guidelines based
on the National Standards for Physical
ducati ion?'^
Is your state involved in the CCSSO-SCASS
Health Education Assessment ~roject?'~
ARIZONA --- - d
Yes
Yes
No
J
10) IMPORTANT STATE LINKS
For additional information for your state, contact these individuals at the State education agency,
and state health agency. For each state's Department of Agriculture a website address has been
provided. State specific information for after care is provided by Afterschool Alliance.
Has your state adopted a policy
stating that students will be tested
on health education topics.. .I4
SEA
www.ade.az.aov
Kathy Rice
Comprehensive Health Education Standards
602-542-871 3
krice@ade.az.gov
SHA
www.azdhs.aov
Jeanette Shea-Ramirez
Women and Children's Health
602-364-1 400
shearaj@hs.sate.az.us
No policy
Department of Agriculture
http:II~ww.a~ri~ulture.state.az.usI
After School Care
http://www.afterschoolalliance.orqlstates/states facts.cfm?state abbr=AZ
No policy
. .
Action For Healthy Kids -State Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with suppod from Action for Healthy Kids.
May be duplicated wifh acknowledgement.
No policy
a 11) REFERENCES
1. Young, B.A. (2004). Public school student, staft and graduate count bv state: School year 2001-2002 INCES 2003-
358R). Washington, DC: U.S. Department of ducati ion,-~ational ~enteriorE ducation Statistics. ~etrievedo n January
11, 2005 from http.iInces.ed.yovl~ubs~ar~~ht~uhassinof?op ubld=20033!
2. Hoffman, L.M. (2003). Overview of public elementary and secondary schools and districts: School year 2001-2002
(NCES 2003-41 1). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved
on January 11,2005 from ~~~~JJJ~IJLeESd ciovi~uhsearch~pubs~ansfog ?pub1d=20033
3. Broughman, S.P., & Colaciello, L.A. (2001). Private school universe survey, 1999-2000 (NCES 2001-330).
Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved on January 11, 2005
from htro.ilnces ed qoviis~bseaicf~ipubsrnaios iubrd=200133C
4. U.S. Charter Schools.U.S. Charter Schools State Information. Retrieved on March 21,2005 from
www.tisciiari~r~~;h~~~~.~d~oc~s~isipilibrid/euxs.hctms
5. Grunbaum, J.A., , J.A., Kann., L., Kinchen, S.A., Ross, J., Hawkins, J., Harris, W.A., McManus, T., Chyen, D., &
Collins, J. Youth risk behavior surveillance-United States, 2003, Surveillance Summaries, May 21, 2004. MMWR, 53
(No. SS-2),1-96. Retrieved on January 11,2005 from t~Ity/i 'v,,&-w c,u(~~~~rnwr/PDF~~~/Ss~~i~qf
6. Odgen, C.L., Fryar, C., Carooll, M.D., & Flegal, K.M. (2004). Mean Body Weight, Height, and Body Mass Index, United
States 1960-2002. Advance Data: Vital Statistics, No. 347. Hyattsville, Maryland: National Center for Health Statistics.
7. Rosso, R., & Weill, J. (2005). The State of the States: A Profile of Food and Nutrition Programs Across the Nation.
FRAC, Washington, DC. Retrieved on March 23, 2005 from r,tto i;vri\ii~It ~ ac o1il:SlaIe Of 51a.t8si2~3ii5~Repo~n d f
8. Rosso, R., Woo, N., Andrews, F.J., Parker, L., & Weill, J. School breakfast scorecard: 2004. (2004). FRAC,
Washington, DC. Retrieved on March 23, 2005 from t t ~ cI,/~ W~VVVf tac 01~1SchooIE r6akfasI Fiaoor?/2il0~~Re~or~~~ci;
9. United States Census Bureau. Three-year-average median household income by state: 2001-2003. Retrieved on
January 11, 2005 from ~~~ij.i/w~~i/w.censis_q~vihhesiir1ci3me/incon?e0Sistaternhi.h~~
10. United States Census Bureau. Current Population Survey, Annual Demographic Survey. Retrieved on January 11,
2005 from http,,ifer:et b!s censiis.~ov!rnacio!O32004i~oi'inetr\~I61 00125 0 I .htm and
htl~:~iferret~b~s.r;eilsus.4o'~/ma~,r0iO~2Q~4~1p0001?~2 j5n e0~3.~ h4tm6
11. United States Department of Labor, Bureau of Labor Statistics. Unemployment rates for states annual average
rankings year 2003. Retrieved on January 11, 2005 from htri, ik:ais bls .~o;iiaL~ilasr~itnl7tz3
12. National Conference of State Legislatures. NCSL compiled legislative information from the 2003-2004 legislative
session for obesity. Retrieved on March 23, 2005 from titi;j !;K~Y~I$-I icsi ~ r ~ ~ ~ i o ~ ~ s ~ r ~ e a i t in'tici#~sLcj ~ ~ ~ ~ ~ d o b t 13. National Conference of State Legislatures. New Community Design Database. Retrieved on March 23, 2005 from
rittci //\~~&virnllc sl G r ~ l / ~ l ~ ( l i a ~ ~ e n i ; i i o t i : e r ~ v h ~ a I t h / I ~ ~ e bdiIlli5~ cit~irlc o m ~ i ~ u l i ~ ~ ~
14. Centers for Disease Control and Prevention, Division of Adolescent and School Health. (2001). School health policies
and programs study (SHPPS) 2000: A summary report. Journal of School Health, 71 (7). Retrieved on January 11,2005
from http l ~ ~ wcvddc aQi', !-ieaftt tyY_q~i:!1is_!1~/fa~ishe~ts/oipvaelr \ tevv gdf:
15. Buzby, J.C., Guthrie, J.F., & Kantor, L.S. (2003). Evaluation of the USDA Fruit and Vegetable Pilot Program, Report
to Congress. Food Assistance and Nutrition Research Program, Food and Rural Economics Division, Economic
Research Service, U.S. Department of Agriculture. Retrieved on March 23,2005 from
http ~ I ~ ~~~I IVS J V Jd b d / ~ f ~ ( ~ / k k ~ ~ ~ r ~ I i / F VaOg?f U C ! 6 3
16. USDA. School Meals Programs: State competitive food policies. (2002). Retrieved on March 23, 2005 from
t-t& - ifwww fris ~isda~ci.itd~JL ~~i~~hiCgr*ip~iri~~eF;j~p~olsrc/rsets aLiOeO 2 him
Action For Healthy Kids -State Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Ofticers with support from Action for Healthy Kids.
May be duplicated with acknowledgement.
17. NASBE. Healthy schools state-level school health policies database. Retrieved on March 23, 2005 from
htrr; iiwii~ria sbe crroiHealtti\dSchoaIs!States~StgigP oric;i hfml
18. NASPE. The Shape of the Nation Repod: Status of Physical Education in the USA. (2001). National Association for
Sport and Physical Education (NASPE), an association of the American Alliance for Health Physical Education,
Recreation and Dance. To purchase a complete copy of the report, call 1-800-321-0789. For more information, please
visit ;~fw~.aah~erd.orqirras~e
19. Hudson, N. Health Education Assessment Project. Retrieved on March 23, 2005 from
&ix~$gw ccsso orqiPrii~ectslSGAS~_P_r~lectsiHeaEitdho cat~onA ssessriient Project/
NOTES
A. Food insecure is defined as: USDA measures food insecurity and hunger only related to financial
constraints. Food secure households have access at all times to enough food for an active, healthy life.
Food insecure households do not have access to enough food to fully meet basic needs at all time.
Among food insecure households, some reach a level of severity grave enough that one or more
household members are hungry. Hunger is defined as the uneasy or painful sensation caused by lack of
food.
B. Both the Centers for Disease Control and Prevention (CDC), through its School Health Policies and
Programs Study (SHPPS), and the National Association of State Boards of Education (NASBE), through
its State-Level School Health Policy Database, collect information on state policies. Information from
these two systems and other similar sources of data do not always match. For example, CDC's SHPFS
reports that 35 states allowed students to use their own asthma inhalers, while NASBE's Database
reports that 30 states allowed student self-medication as of April 2004. These and other differences may
be attributed to differences of methodology, timeframe, interpretation, or the ambiguities inherent to any
discussion of policy and practice.
The SHPPS 2000 state-level data were collected by self-administered mail questionnaires completed by
designated respondents in state education agencies. In those questionnaires, "policy" was defined as
"any mandate issued by the state school board, state legislature, or other state agency". NASBE collects
written policies directly from states and then summarizes the information contained in those policies.
Subjective interpretation is unavoidable both when persons are responding to questions about the policies
under which they work and when others are analyzing written policies that vary in content, depth, and
completeness. Across states, awareness, dissemination, interpretation, and enforcement of policies also
vary tremendously. As a result, policy measurement and policy analysis - like policy making - remain
both an art and a science.
Action For Healthy Kids -Sfate Profile on Nutrition and Fitness
Compiled by the Council of Chief State School Officers with support from Action for Healthy Kids.
May be duplicated with acknowledgement.
ATTACHMENT 5
Arizona
2003 Youth Risk Behavior Survey (YRBS) Results
These risk behavisrs ' . . .
Unintentioc~aln juries and Violence
13% Rarely or never wore safety belts
45% Rode with a drinking driver during the past month
17% Carried a weapon during the past month
31% Were in a physical fight during the past year
8% Attempted suicide during the past year
AIcohol and Other Drug Use
51% Drank alcohol during the past month
34% Reported episodic heavy drinking during the past month
24% Used marijuana during the past month
13% Ever used cocaine
13% Ever used inhalants
Sexual Behaviors
43% Ever had sexual intercourse
11 % Ever had four or more sex partners
31% Had sexual intercourse during the past three months
42% Did not use a condom during last sexual intercourse
82% Did not use birth control pills during last sexual
intercourse2
Tobacco Use
59% Ever tried cigarette smoking
21 % Smoked cigarettes during the past month
7% Smoked cigarettes on 2 20 days during the past month
5% Used smokeless tobacco during the past month
14% Smoked cigars during the past month
Dietary Behaviors
80% Ate < 5 servings of fruits and vegetables per day during the
past 7 days
85% Drank < 3 glasses of milk per day during the past 7 days
Physical Activity
33% Participated in insufficient vigorous physical activity3
71% Participated in insufficient moderate physical activity4
62% Were not enrolled in physical education class
77% Did not attend physical education class daily
8% Did not participate in any vigorous or moderate physical
activity
Overweight
14% At risk for becoming overweight5
11% Overweight6
. . . ctrratribute ts lElese leading causes of death,
Youth Aged 10-24 Years Adults Aged 25 Years and Older
Other causes
Cardiovascular
disease
36%
pulmonary
disease
6%
' Among high school students only, weighted data.
2~monsgtu dents who had sexual intercourse during the past 3 months.
id not participate in vigorous physical activity for 2 20 minutes on 2 3 of the past 7 days.
id not participate in moderate physical activity for 2 30 minutes on 2 5 of the past 7 days.
Students who were at or above the 85th percentile but below the 95th percentile for body mass index
by age and sex, National Center for Health Statistics, 2000.
'Students who were at or above the 95th percentile for body mass index by age and sex, National
Center for Health Statistics, 2000.
2001 mortality data, National Center for Health Statistics.
Cancer
23%
ATTACHMENT 6
H o u s e E n g r o s s e d S e n a t e B i l l e
S t a t e o f A r i z o n a
S e n a t e
F o r t y - f i f t h L e g i s l a t u r e
F i r s t R e g u l a r S e s s i o n
2001
SENATE BILL 11 86
AN ACT
MAKING APPROPRIATIONS TO THE DEPARTMENT OF HEALTH SERVICES FOR A CHILDREN'S
PHYSICAL A C T I V I T Y GRANT PROGRAM.
(TEXT OF B I L L BEGINS ON NEXT PAGE)
S.B. 1186
Be i t enacted by the Legislature of the State of Arizona:
Section 1. Appropriations; purpose; assessments; report;
exemption
A. The sum of $75,000 i s appropriated from the state general fund in
each of fiscal years 2001-2002 and 2002-2003 to the department of health
services to establish and administer a grant program for school-based
programs t h a t promote children's physical activities. The department shall
transfer up to four per cent of the appropriation in this subsection to the
office of the auditor general to conduct an evaluation and report of these
programs pursuant to subsection C of this section.
B. The department shall award the grants to county health departments
t h a t shall administer the monies. The department shall give preference to
grant proposals t h a t promote physical activity a t least three days a week,
allow all children to participate and are for children enrolled in
kindergarten programs and grades one through eight. Monies appropri ated
under this section are intended t o supplement and not supplant current
physical education program funding levels. Monies appropriated shall not be
used to hire physical education teachers or administrators or be used to fund
administrative expenses a t the county or school d i s t r i c t level.
C. County health departments t h a t receive grants shall submit an
assessment of the results of the programs in a format prescribed by the
office of the auditor general. By December 1, 2003 the office of the auditor
general shall evaluate the assessments and grant program and submit a report
on the assessments submitted by the county health departments pursuant to
subsection B to the governor, the president of the senate and the speaker of
the house of representatives.
D. The appropriations made in subsection A of this section are exempt
from the provisions of section 35-190. Arizona Revised Statutes, re1 ating to
lapsing of appropriations, except t h a t monies remaining unexpended and
unencumbered on June 30. 2004 revert to the s t a t e general fund.
Assigned to HEA & APPROP
ENACTED
ARIZONA STATE SENATE
Phoenix, Arizona
FINAL REVISED
FACT SHEET FOR S.B. 1 186
ap~ropriationsc, hildren's physical activity promams
Purpose
Appropriates $75,000 in each of FY 2001-2002 and FY 2002-2003 from the state general fund to
the Department of Health Services (DHS) to establish a school-based grant program that promotes
children's physical activities.
In February 2000, the Centers for Disease Control and Prevention (CDC) issued a report
promoting lifelong physical activity. This report suggests that moderate physical activity on most, if not
all, days of the week can improve strength and endurance, build healthier bones and muscles, help
control weight, reduce anxiety and stress and improve blood pressure and cholesterol levels.
Furthermore, when performed by young people, this same amount of exercise can also contribute to
intellectual progress and improved attention span, as well as aid the development of a lifestyle that will
involve daily physical activity and, subsequently, better health.
In 1996, a team of educators, policy makers and medical professionals in Arizona began working
with legislators to develop recommendations for a school-based physical activity program, in part due to
a concern regarding decreased levels of physical activity from around third grade into adulthood. As a
result of this collaborative effort, a program called Promoting Lifetime Activity for Youth (PLAY) was
developed and implemented in 12 counties in 1997. Between 125 and 175 schools and approximately
25,000 children have participated every year since. Future goals of the group include increased
availability of programs like PLAY and studies to determine effectiveness and promote improvement.
PLAY is funded by block grants from the CDC that are administered by DHS. Currently,
statutes do not require physical activity programs in schools. S.B. 11 86 facilitates the implementation of
school-based physical activity programs by appropriating 75,000 in each of FY 2001-2002 and FY
2002-2003 from the state general fund to DHS for such programs.
Provisions
1. Appropriates $75,000 in each of FY 2001-2002 and FY 2002-2003 from the state general fund to the
DHS to establish a school-based grant program that promotes children's physical activities.
2. Exempts the appropriation from lapsing, except monies that are unexpended and unencumbered by e
3~ 11 50 - 43 ~ J-S se nare r act sneer rage L 01 5
June 30,2004.
3. Requires DHS to transfer up to four percent of the appropriation to the office of the Auditor General
(OAG) to conduct an evaluation and report of these programs.
4. Prohibits the use of the appropriation to hire physical education teachers or administrators, or to
fund administrative expenses.
5. Requires DHS to award grants to county health departments to administer the monies.
6. Requires DHS to give preference to proposals that promote physical activity at least three days a
week and allow all children in grades kindergarten through eighth to participate.
7. Stipulates monies awarded are intended to supplement and not supplant current physical education
funding.
8. Requires county health departments to submit an assessment of the results of the programs in a
format prescribed by the OAG.
9. Requires the OAG to submit a report to the Legislature and Governor based on these assessments by
December 1,2003.
10. Provides for a general effective date.
Amendments Adopted by Health Committee
1. Replaces the requirement of DHS with the OAG to evaluate programs and submit a report based on
county health department assessments.
Amendments Adopted by the Appropriations Committee
1. Adopted health committee amendments.
2. Reduces the appropriation from $1,000,000 to $500,000 in each fiscal yeas-
3. Reverts monies that are unexpended and unencumbered by June 30,2004.
Amendments Adopted by Committee of the Whole
-
1. Adds authority for DHS to hire 0.5 FTE position.
Amendments Adopted by the House of Representatives
-
1. Reduces the appropriation from $500,000 to $75,000 in each year.
2. Eliminates the authority of DHS to hire a 0.5 FTE position.
3. Prohibits the appropriation from being used to hire physical education teachers or administrators, or
@
to fund administrative expenses at the county or school district level.
rage 3 01 5
Senate Action House Action
HEALTH 1/30/01 DPA 6-1-1 HEA 3/26/01 DP 9-0-0-1
APPROP 2/2/70 1 DPA 12-0-0-0 APPROP 411 8/01 DPA 12-2-1-1
3 1R~e ad 3/12/01 DPA 17-1 1 -2-0 3 1R~e ad 4/25/01 40- 18-2
Final Read 5/1/01 21-8-1
Signed by the Governor 5/1/01
Chapter 320
Prepared by Senate Staff
May 16,2001
ATTACHMENT 7
PROMOTING LIFETIME ACTIVITY FOR YOUTH (P.L.A.Y.)
A program of the Arizona Department of Health Services
Funded by the Preventive Health and Health Services Block Grant (PHHSBG)
PROBLEM:
Physical inactivity is among the top preventable causes of death because of its role as a primary
risk factor for obesity and chronic disease. Despite progress towards reducing other major chronic
disease risk factors, there has been little improvement in increasing physical activity levels.
Research indicates that adults do not get enough physical activity to meet the current
recommendations from the Surgeon General's Report on Physical Activity and Health, which states
that every American should accumulate 60 minutes or more of moderate to vigorous physical
activity on most, preferably all, days of the week. According to the Centers for Disease Control
and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS), the reported
percentage of Arizonans that did not engage in any leisure time physical activity over the past five
years averages 38%. This is significantly worse than the first half of the decade, 23.8%.
Encouraging physical activity in adults is important since physically inactive people are almost
twice as likely to develop CVD as a person who engages in regular physical activity.
In the fall of 2000, the CDC issued a report, Promoting Better Health for Young People Through
Physical Activity and Sports. This report states that our nation's children are inactive, unfit, and
increasingly overweight. Physical inactivity threatens to reverse the decade's hard work to reduce
death from CVD and other chronic diseases as well as to devastate our health care budget.
The Preventive Health and Health Services Block Grant (PHHSBG) is a federal grant given to
states through the CDC. The grant's intended use is to enable states to make progress toward
achieving the objectives of Healthy People 2010. Nationwide, including Arizona, most states use
the funds for programs that do not have any other source of funding. In 1996, the Arizona's
PHHSBG coronary heart disease prevention program began to focus exclusively on increasing
physical activity. The PHHSBG allocates funds to the county health departments for
implementation of school, home and community-based programs to increase physical activity. All
local program activities; including school-based programs are coordinated by county
health department staff.
PROGRAM GOAL:
Is to reduce the prevalence of obesity and chronic disease (such as cardiovascular disease,
diabetes, osteoporosis, and some types of cancer) by increasing the number of Arizonan youth
who get at least 60 minutes of moderate to vigorous intensity physical activity on most days of the
week.
PROGRAM OBJECTIVES:
th th
e To increase the number of 4 -8 grade youth in participating schools who accumulate at
least 60 minutes of daily, moderate to vigorous intensity physical activity.
To teach skills that promote self-directed lifetime activity to youth in participating schools.
To increase the number of 4t h -8t h grade youth in participating schools that earn the PALA
(President's Active Lifestyle Award).
To foster the value and creation opportunities to be physically active for school faculty, staff
and students in participating schools.
e
* To increase the number of parents, whose children participate in PLA, as well as adults
living in communities around targeted schools, who get the recommended amount of
physical activity.
To increase public awareness of community opportunities for physical activity.
To build the capacity of local health departments to promote physical activity in their
communities.
TARGET GROUP:
The P.L.A.Y. program focuses on youth in fourth through eighth grades. Research indicates most
children are very active until about grade three, when activity levels begin to decline. This decline
continues until the early 20s with a marked change in early adolescence. The targeting of grades
four through eight is designed to prevent the decline of physical activity levels by intervening during
the ages when the decline first begins.
P.L.A.Y. DESCRIPTION:
Project PLAY is a program that is offered to schools statewide and free of charge. It is a three step,
teacher-directed program designed to promote 60 minutes of daily, independent physical activity in
- youth. The program duration is at least 12 weeks.
Step 1 : Classroom teachers teach the P.L.A.Y. philosophy by discussing the importance of
physical activity and demonstrate that activity can be simple, fun and require little athletic ability.
The emphasis in this first step is to get youngsters moving with something as simple as "walking
and talking with a friend" or playground games.
Step 2: Teachers introduce new activities that students might enjoy. They direct a daily 15-minute
activity break for the students for a minimum of three weeks.
Step 3:Teachers implement step 3 throughout the remainder of the twelve weeks and in many
cases for the duration of the school year. This step teaches and encourages self-direction in a
variety of physical activities. The goal is to encourage student independence in achieving 60
minutes of daily activity at school and at home. The school activity break is now used to teach
activities that can be done during school free time and at home, with family, friends, or alone, and
in the community. All participating students receive a log sheet.
At the end of the twelve weeks students who have earned the PALA awards receive their awards
and the school is encouraged to give public recognition to those students. Teachers receive
program materials, activity logs for students, activity card sets, a wall chart to record students'
progress, and classroom equipment such as balls and jump ropes.
TIMELINE:
Implementation of the P.L.A.Y. program began in 1996 in twelve counties. Since then, PLAY has
_ been implemented in approximately 160 schools, reaching 24,000 students and 900 teachers eac
year. The program will be entered the eighth year of implementation in the fall of 2003.
- . EVALUATION:
The first five years, participants and parents were asked to complete a self-reported evaluation.
The results have shown that overall, the students' attitudes about physical activity became more
positive and the number of students reporting that they are not physically active has decreased as
a result of the P.L.A.Y. program.
In January 2002, a research study was conducted to determine the effectiveness of the P.L.A.Y.
program. Thirty-five schools participated in the study. Participants were 606 4th grade students
(315 girls, 291 boys) and their teachers. The mean age for boys and for girls was 9.8 years. The
study was limited to fourth graders to ensure that each child had no previous exposure to the
P.L.A.Y. program.
Data was collected using three measures; pedometer step counts, body mass index (BMI) and an
attitude inventory, the Children's Attraction to Physical Activity (CAPA). Prior to the study all
Arizona elementary schools were placed into one of four groups (P.L.A.Y. and PE, PE only,
P.L.A.Y. only, and No treatment). The groups were based on the school's participation in the
P.L.A.Y. program and the existence of a PE program (defined as a program taught by a PE
teacher). Because it is an intervention designed to promote physical activity, PE was used as an
independent variable. PE was also used as an independent variable because the impact of PE on
physical activity levels, BMI, and attraction to physical activity could not be ignored. Schools were
randomly selected for each group.
Results of the evaluation indicate that the implementation of the P.L.A.Y. program is effective in
increasing the physical activity level of children, especially girls. The findings have interesting
implications, particularly with the recent emphasis on increasing the physical activity levels of girls.
The least active children had the highest BMls. Data showed no significant differences between
the groups. However, because of the short length of the intervention, it is difficult to use data from
this study to draw conclusions regarding the effectiveness of P.L.A.Y. in combating overweight and
obesity. Using P.L.A.Y. over the course of several years may potentially impact the BMI of
students.
Attraction to physical activity, as measured by the CAPA, did not appear to be impacted by the
PLAY program. However, the most active boys reported the highest attraction to physical activity.
Personality traits such as attraction to physical activity change slowly and a 12-week intervention
program is not likely to impact CAPA scores significantly.
This study was published in the Journal of School Health in October 2003.
Below you will find graphs of the study:
BMI by Group and Sex
P.E. & PLAY PLAY only P.E. only No Treatment
Steps by Group and Sex
15000
14000
13000
g 12000
f 11000 PGirls
10000 W Boys
9000
8000
P.E. & PLAY PLAY Only P.E. Only No Treatment All Groups
Groups
CAPA by Group and Sex
Groups
ADDITIONAL INFORMATION:
For additional information contact:
Carol Vack or Christine Eley
Physical Activity Program
150 N. 1 eth venue, Suite 300
Phoenix, AZ 85007
Telephone: (602) 364-2401
Fax: (602) 542-1 265
elevc@azdhs.qov
ATTACHMENT 8
HOW OBESITY
POLICIES ARE
NBN-PARTISAN ORGANIZATION DEDICATED TO SAVlNG This report is supported by grants from the Dr. Robert C.
By HEALTH OF MRY COMMUNITY Atkins Foundation, the Bauman Foundation, and the
Benjamin Spencer Fund. The opinions expressed in this
AND MAKE A report are those of the authors and do not necessarily
NATIONAL PRIORIM. reflect the views of these foundations.
REPORT AUTHORS
The Honorable Parris N. Glendening Laura M. Segal, MA
President Director of Public Affairs
Smart Growth Leadership Institute Trust for America's Health
Former Two-Term Governor of Maryland (1 995 - 2003) Chrissie Juliano, MPP
Shelley A. Hearne, DrPH Public Affairs Research Associate
Executive Director Trust for America's Health
Trust for America's Health
Michael J. Earls
Public Affairs Associate
Trust for America's Health
CONTRIBUTORS
Michael Eriksen, Sc.D. Darrell R.C. Villaruz, MPH, MA
Professor and Director Government Relations Coordinator
Institute of Public Health, Georgia State University Trust for America's Health
Benjamin T. Peltier, JD Laure Lesperance
Attornqi Executive Assistant
Arent Fox, PLLC Trust for America's Health
John R. Dwyer, Jr., JD Misha Segal
Counsel Consultant
Arent Fox, PLLC Paul Smolarcik
Kim Elliott, MA Consultant
Deputy Director Matthew Crim
Trust for America's Health
Intern
Jeffrey Levi, PhD Trust for America's Health
senior polig Advisor Emily Gadola
Trust for America's Health Intern
Richard Hamburg Trust for America's Health
Director of Government Relations
Rose Stein
Trust for America's Health
Intern
Trust for America's Health
PEER REVIEWERS
FAH thanks the reviewers for their time, expertise and insights. The opinions expressed in this report do not necessarily represent the
views of these individuals or their organizations.
J. Michael McGinnis, M.D., M.P.P. Debra Lightsey, MSW
Senior Scholar Directq Public Health Policy and Marketing
Institute of Medicine Health Services Research and Management Group
Don Chen
Bearingpoint, Inc.
Founder and Executive Ljirector Stephen R. Daniels MD, PhD
Smart Growth America (SGA) Professor and Associate Chai~mn,
Department of Pediatrics
Marcus P1escia' M'D" MPH Cincinnati Children's Hospital Medical Center
Chi$ Chronic Disease and Injury Section
North Carolina Division of Public Health and the University of Cincinnati College of Medicine
n October 2004, Trust for America's Health (TFAH) issued a report
examining obesity policies in America entitled, "F as in Fat: How Obesity
Policies are Failing in America."' The 2004 report concluded that national
and state policies are falling far short of obesity prevention and reduction
goals. It found that the U.S. does not have the aggressive, coordinated
national and state strategies needed to address the crisis -- and this threatens
to make the epidemic worse.
Obesity is a complex issue, involving many contributing factors. While it is
undisputable that individual behavior -- "eating less, exercising more" -- is
critical to addressing obesity, government also has an important role to play.
From sidewalks to school lunches, government can positively affect people's
behavior when it comes to diet and physical activity.
This report is the second annual edition of to set a baseline of current national and
"F as in Fat" and updates the information state policies and programs. The report
provided in the 2004 report. It is intended includes six sections:
Sectioll 1 : The States. This section pro- Set ti011 3: The Federal Government.
vides information on each state's rate of This section focuses on changes in federal
obesity, related diseases, and related costs; initiatives and actions taken in the past year.
school nutrition and physical activity policies;
and additional state strategies and actions, Sectioll 4: Health Insurance.Thissection
including tax policies, litigation restrictions, examines actions taken by health insurance
and participation in major federal obesity providers and private industry aimed at
grant programs. reducing obesity.
Sectio~l 2" States and Smart Growth
Initiatives This section reviews "smart growth"
initiatives intended to help encourage more
active and healthier living in communities,
such as increasing recreational spaces, making
walking between locations more convenient
and safe, and making healthy food more
accessible and affordable.
SC"C~5~:h O~t Ie Se ctor. This section pro-vides
examples of some obesity-related efforts
and products launched by the corporate sector.
Section 6: Recommendations, This section
offers a series of recommendations for steps
that can be taken today by policymakers to
have a positive impact on combating obesity
in America.
SOFT DRINKS 1N SCHOOLS AND "POURING RIGHTS"
A BRlTlSH CASE STUDY
A recent study in the United Kingdom explored the concept of reducing childhood obesity by
targeting carbonated drink consumption. Over time, sweetened carbonated drinks can signifi-cantly
increase caloric consumption and promote an energy imbalance. "Theoretically, daily
consumption of one can of a sweetened carbonated drink over a 10- year period can add 50
kg of weight," which equates to I I0 pounds.'08
The study, which engaged over 600 children ages 7- 1 I, presented students with a simple mes-sage
for one hour each school term. The study encouraged children to decrease sugar con-sumption
to improve well-being and dental health. A series of educational exercises, including
an interactive session to develop a song incorporating the message, imparted the benefits of
replacing carbonated drinks with water or fruit juice alternatives. The researchers used BMl
to determine the effectiveness of the program.lW
After one year, the average percentage of overweight and obese children increased over 7
percent in the control groups not exposed to the message, while the intervention groups saw
a slight overweight and obese reduction of less than I per~ent."~
2. PHYSICAL EDUCATION
Forty-nine states and D.C. have require-ments
for some form of physical educa-tion
in elementary and secondary schools.
This is an increase from 48 last year.
Oklahoma passed a new requirement.
South Dakota is the only state without a
physical education requirement.
In the past year, 17 states have passed
legislation, resolutions, or new require-ments
to try to improve physical educa-tion
programs: Arizona, Colorado,
Kansas, Kentucky, Louisiana, Montana,
New Hampshire, New Mexico, North
Carolina, North Dakota, Oklahoma,
South Carolina, Texas, Vermont, Virginia,
Washington, and West Virginia.
More than 20 other states debated or
introduced legislation aimed at improving
physical education programs that either
Many state education agencies argue that
physical education policies are often not
enforced because there are already too many
other mandated curriculum requirements."'
Some education experts point out that the
Elementary and Secondary Education Act
(ESEA) , known as the 'Wo Child Left Behind
Act," which emphasizes student achievement
on standardized tests, is forcing school dis-tricts
to divert limited resources away from
programs that are not tested, like physical
education and extracurricular sports.""
In addition, states often allow schools
exemptions from physical education stan-dard~."
T~h erefore, having requirements in
place does not necessarily mean all students
are receiving physical education.
Additional reasons cited for ineffective phys-ical
education requirements are:
did not reach a vote or were not enacted.
lg Physical education and extracurricular
physical activities rarely have sufficient
Even though nearly every state has
resources to be successful.114
requirements, they are o&en not enforced
at the local level and numerous exemp- I Physical education is often viewed as a less
tions are permitted. essential use of limited funds and time
during the school day, compared with
many core curriculum requirements,
such as math, science, and reading.l15
The CDC, together with partners in other
federal agencies and health organizations,
developed "Guidelines for School and
Community Programs to Promote Lifelong
Physical Activity Among Young People,"
which were issued in 199'7. The Guidelines
recommend comprehensive, daily physical
education for students beginning in kinder-garten
through grade 12.lI6 Schools and
communities have the potential to improve
the health of young people by providing
instruction and programs in physical educa-tion
because these programs reach most
children and adolescents.
requires daily physical education in eve
udents to be excused from physical education requirements for variou
and a study by the Robert Wood Johnson Foundation (RWJF) notes that the state
strongly enforced."'
Some research has shown that physical fitness levels affect student performance. An analysis
by the California Department of Education found that higher student fitness levels were asso-ciated
with higher performance on standardized achievement measure^."^
The table describes each state's physical education requirements and exemptions. (Changes
from last year are noted in red).
FROM PHYSICAL EDUCATION
HE! 128 (introduced 2/4/05)
established the Alaska Schools
2065 law AZ HB 2 I I I establishes
a task to create a uniform physical
education policy for grades K-8
credit is required for high school instruction in health education or
minutes every I0 days. For high cannot be provided, or (2) is
school graduation, two physical enrolled for one-half, or less, of the
education courses are required, coursework normally required of
full-time pupils. Students can be
exempt for two years if they have
passed the physical performance
test administered in ninth grade.
Permanent exemption from physical
education is available for students
16 or older who are enrolled as a
duate pupil, or enrolled in a
home, ranch, camp or
education may be fulfilled by an
FROM PHYSICAL EDUCATlON
district that does not adopt an competency test on personal fitness
with a score of C or better. One-half
unit (1 40 hours) is required for
grades I I - 1 2 if they: (I) participate
in an interscholastic athletic program,
or (2) are required to take an
academic class necessary to enroll in
college, or (3) are required to enroll
in an academic class needed to
graduate from high school. Students
in grades 9- 12 may be excused if
they enroll in a marching band or
ROTC program. A vocational or
1-3; 75 minutes of weekly physical
education for grades 4-6; and 100
minutes of physical education weekly
for middle school. Two semesters are
recommended in high school, and
one credit is required for graduation.
50 minutes per week. student is enrolled in a work-study
or other educational program that
requires the student to be off school
premises during the day, or (2) the
student is enrolled in an academic
class not otherwise available, or (3)
the student participates in an athletic
program that requires at least as
much time as the physical education
requirement. Students in grades
9- 12 may be excused if requested
etic program that requires at
t as much time as the physical
of physical education, of which
one-half unit may include health
education, is required for high school
graduation. 2005 law KS SB i 54
s a study of physical education
school graduation. New law KY SB 172
requires school councils with grades
K-5 to implement a wellness policy that
includes moderate to vigorous activity
r students with special needs that
reenacted this year)
frequency are not specified. extracurricular athletics or other
extracurricular activities involving
physical activity as meeting the
required weekly for half-day
kindergarten students. Three thousand
minutes are required per year in
middle school. No requirements for
frequency or duration are specified in
frequency are not specified. One-half
unit each year is required in middle
school. In high school, one unit total
(1 35 hours) is required for gaduation,
in increments of half units for two
years. A resolution was enacted to
encourage greater opportunitres for
s.tudents to participate in physrcal
aa~vitya nd sports programs
districts develop and implement their
own curriculum. Two credits are
core standards.
State enacted physical education
legislation (HJM 83) creating a
committee to study physical
requirements are daily for grades K-3
and three times a week for grades 4-6.
In middle and high school, I20 minutes
weekly are required, with a frequency
of three times per week in one
semester and at least two times a week
least 30 minutes of physical education
#YSICAL EDUCATION
high school, although duration and
frequency are not specified. Legislation
(House Concurrent Resolution 3034)
encourages schools to provide
mid-morning and mid-afternoon recess
of at least 18 minutes in grades K-6
frequency are not specified. One-half
OMahr~ma
Oregon
Pennsylvania
Rhode Island
credit (60 hours) is required for
graduation from high school.
Beginning with the 2006-07 school
year. requires physical education or
exercise programs for at least 60
minutes per week for all students in
full-day kindergarten and grades 1-5
Encourages school districts to provide
physical education instruction to
students in grades 6- 1 2
Required in elementary, middle and
high school, although duration and
frequency are not specified.
Required in elementary, middle and
high school, although duration and
frequency are not specified.
An average of 20 minutes of daily
health and physical education required
in elementary, middle and high school.
Not identified through statue
or code.
Not identified through statute
or code.
Not identified through statute
or code.
Not identified through statute
or code.
STATE
South Carolina
South Dakota
Te
Arizona State Agency Publications
