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Mission Statement The PEP Grant is designed for promoting fitness and health for ALL students in the Arapahoe and St. Stephens schools by promoting a comprehensive physical education program that would develop positive attitudes about fitness and help students reach fitness goals to become physically fit resulting in increased levels of personal fitness.
Comprehensive Approach Guidelines for School and Community Programs to Promote Lifelong Physical
Activity Among Young People (JOPHER, 2003)
Outcomes Two key performance measures for assessing the effectiveness of the PEP projects:
This project goal is to meet the physical fitness and health needs of our students
Goals It is our intent that 100% of our students will be involved in physical activity daily, and that 100% will make progress toward meeting State Standards and that the percentage of students meeting State Standards will increase by 60% over the next three years.
Project Design This project is designed to move away from the traditional sports
team instruction approach on physical education to one of personal
fitness. Fitness education and assessment will help students understand, improve
or maintain their physical well being. A major focus of this project is that students will learn to assess
their lifestyle and change directions toward a healthier life. Students will be provided with opportunities to explore, participate
and expand their interests in a variety of activities that promote
individual health and fitness. Physical fitness assessments will be integrated into the curriculum
and will emphasize health-related components of physical fitness (cardiorespitory
endurance, muscular strength and endurance, flexibility and body composition) Testing will be used as a mechanism for teaching students how to apply behavior skills (self-assessment, goal setting and self-monitoring) to physical fitness development and for providing feedback to students and parents about physical fitness.
Designed to assist students in meeting state standards. The comprehensiveness
of our proposed strategies will be discussed by addressing the five
program elements that are central to our program design and how they
will help students make progress toward meeting the two key performance
objectives. Key performance measures to identify effectiveness:
Wyoming State Standards Wyoming State Standard 1:
Movement – Students will demonstrate
competency in movement forms and apply movement concepts and principles
to the learning and development of individual and lifetime activities. Gap – only 1 PE teacher – limited
equipment and time Resolve – expanded PE programs – after school, weekend, summer physical activity program to assist students in developing appropriate rhythms, dance, individual sports and lifetime activities. Training will be provided for teachers that will allow them to use current research and methodologies. Wyoming State Standard 2:
Fitness – Students will participate
in a variety of physical activities that will enhance health related
physical fitness. Gap – lack of resources
and knowledge about comprehensive fitness/physical activity and how
to apply to fitness goals. Students lack knowledge
about the connection between nutrition and physical fitness and health-related
problems. High unemployment and poverty, lack of transportation and
money to provide opportunities for children to engage in individual
recreation/physical fitness activities. Resolve – Offer a variety of after school, weekend and summer activities designed to meet state standards in fitness. Also provide nutritional (healthy snacks etc) and health related training to students and parents. Activities that meet Wyoming State Standards #2 include dance, aerobics,
archery, golf, snowboarding, roller skating, skiing, ice skating, rock
climbing, hiking, swimming, tennis, table tennis, badminton, bowling,
Frisbee golf, yoga, snorkeling, sledding, fitness training, ropes courses,
horseback riding, weight lifting, mountain biking, wrestling, racquetball,
pickelball, dodgeball, gymnastics, track and field, kickboxing, water
aerobics, croquet, water polo, canoeing, white water rafting, etc. A fitness room will be set up at each school where students can participate in weight training, aerobic exercise, yoga, pilates and opportunities to participate in individual activities will be provided. State Standard 3: Personal
and Social Behaviors – Students will
demonstrate personal and social responsibility, understand the benefits
of physical activity and respect diversity among people in physical
activity setting. Gap – Students lack
social competence and are frequently engaged in violent, destructive
behaviors. Unless they are involved in competitive
sports, there are few opportunities for students to engage in healthy,
physical fitness activities. Resolve – Physical fitness has been linked to improved academic achievement, decreased juvenile delinquency and increased graduation rates. After-school programs have been linked to decreased violence and substance abuse. Our project will provide opportunities for our students to participate in activities that promote social competence, fair play, leadership skills, and improve self-esteem. By achieving self-confidence and improving self-esteem we believe this will increase student bonding to the school and impact achievement and behavior.
Objectives 1. Develop fitness education and assessment programs to help students understand, improve and maintain their physical well-being. 2. Provide instructional variety of motor skills that are designed to enhance the physical, mental, social and emotional development of every student. 3. Provide opportunities for professional development for teachers of physical education.. 4. Provide opportunities to develop positive social and cooperative skills through physical activity participation. 5. Provide instruction in Healthy Eating habit and proper nutrition. Objective #1 - Develop fitness education and assessment programs to help students understand, improve and maintain their physical well-being. Establish school-wide formative assessments. All students (grades 7-12) will have a portfolio of health/fitness with personal goals and progress and improvement. Maintain individual portfolios on students from K-12. Middle and high school students will set personal fitness goals and monitor their own progress. Individual student fitness reports will be sent home twice a year for all students K-12. The report will show the health/fitness status of each student. Students meeting the State Standards or students who pass the fitness tests will receive certificates and their achievements noted on our project web page. The nurse, counselor, social worker and teachers will review personal health/fitness goals for elementary children with parents at parent/teacher conferences. We will implement the “Presidents Challenge Program” the Health Fitness Award and the Active Lifestyle Award for students in both schools. The requirements for these awards will be detailed on our web page. Student receiving these awards will be highlighted on our web page and awarded certificates at Fitness Awards Ceremony. Using pedometers and heart rate monitors will help students acquire knowledge of body activity levels and the important principles of exercising, warm-up, stretching, and cool downs. Encourage middle and high school students to become the planners and implementers of their own physical fitness program, develop individual sports interests and set their own fitness goals which will improve their attitudes toward physical activity. Establish health / fitness oriented information for students and their families. Publish and disseminate a monthly health / fitness newsletter for parents. Provide new opportunities for participation in a variety of individual sports and activities that promote healthy physical fitness in an after-school, weekend and summer activities program. Provide an opportunity for students to explore and engage in a number of individual activities. Provide a weight training, aerobics, fitness program for high school students who do not participate in PE. Improve physical fitness with all students passing at least one or more Fitness Tests. Objective #2 - Provide instructional variety of motor skills that are designed to enhance the physical, mental, social and emotional development of every student. Elementary level – focus on skill development, knowledge and social behavior. Movement development will be emphasized in K-5 including activities such as walking, running, jumping, hopping, galloping, skipping, throwing, catching, kicking, and balance. Using this approach the project will be able to show improvement in brain activated activities. Students will presented movement patterns that focus on individual skills – dance and gymnastics. Emphasis will be placed on providing students with an exploratory experience through a diverse curriculum through games and sports, gymnastics, dance and fitness activities. Indian dance will be introduces as a method for fitness – students will have an opportunity to learn various dance (traditional, fancy, grass, round dance) and participate in Indian Dance club. Participation in pow-wows, nature walks and archery will be planned. Objective #3 - Provide opportunities for professional development for teachers of physical education. Provide training for teachers and staff to ensure that the State Standard in Physical Education are integrated throughout the curriculum as appropriate. Encourage teachers in traditional core subjects to develop unique approaches to incorporating fitness into their curriculum – teachers will be recognized and awarded a “Certificate of Recognition of Fitness /Wellness”. Encourage teacher to share their successes with other teachers on Indian Reservations. PE teachers will participate in training which will allow them to incorporate new strategies and methodologies into curriculum. Encourage health, home economics and science teachers to incorporate units related to healthy eating, nutrition, physiology, biomechanics, fitness, etc. Encourage support staff such as counselors and social workers to develop individual and small peer group counseling activities that promote the personal and social behaviors standards for physical education and fitness. Facilitate change in the current physical education program from a sports-oriented curriculum to a self-awareness / success oriented program that promotes individual, lifelong physical fitness. Provide professional development to enable staff to align curriculum to the state standards and promote a total school wellness – learn how to incorporate physical fitness activities into recess time. Teachers will learn how to incorporate lessons about nutrition, body and fitness and healthy eating habits. Learn to move away from the focus on team sports related classes to those promoting lifelong physical fitness. Involve all teachers across disciplines at the high school level, all elementary teachers and support staff such as counselors and Wind River Tribal College faculty (incorporate a course requirement for prospective PE teachers to obtain college credit for supervising and sponsoring after school fitness activities) and students is important due to the lack of contact time with the PE teachers. Training of staff will also help them develop healthier lifestyles and become role models as well. Teachers will have appropriate training and knowledge to align their curriculum to the state standards. Activities such as organized playground activities, jump rope activities and hopscotch will be introduced for elementary students during recess. Objective #4 - Provide opportunities to develop positive social and cooperative skills through physical activity participation. Improve self esteem and confidence in students as their fitness levels improve. Provide after-school and weekend supervised activities and sponsor a summer fitness / activity program. Provide a safe and fun environment for all students to experience success and have fun. Studies have found that females who participate in physical activity have their first sexual experience later in life and that there are physical, emotional and social benefits of physical activity. Regular physical activity can reduce risk for obesity and reduce symptoms of stress and depression and increase positive feelings about body image, improve self-esteem and opportunities to experience success. As a result, we will organize “Girls Play Days” “Girls Cycling Club” or “Girls only Fitness Days” We will offer aerobics, pilates, yoga and exercise classes for Big Sisters / Little Sisters and Mothers/Daughters appropriate to age/developmental levels. As part of their participation, students will be expected to learn rules, safety principles and etiquette associated with each activity. These activities can create an interest in lifelong participation in sports and fitness and will enhance the physical, mental, social and emotional development of every student by providing enjoyment, challenge and self-expression. Each level will place a strong emphasis of teaching management skills and self discipline as well as promote personal and social behaviors such as respect, fair play which will lead to improved self esteem. Activities will be designed where each student can develop success and students will learn to respect individual differences. Participation in physical activity can promote social well-being as well as physical and mental health among young people. Physical activity programs can introduce young people to skills such as teamwork, self-discipline, sportsmanship, leadership and socialization. Lack of recreational activity may contribute to making young people more vulnerable to gangs, drugs, or violence. Objective #5 -Provide instruction in Healthy Eating habits and proper nutrition. Involve staff from the Indian Health Service in providing seminars for parents and students on health risks such as diabetes. Provide instruction in healthy eating and good nutrition to students in elementary school and middle and senior high health, home economics and personal development classes. Sponsor “Healthy Meal Preparation” workshops for parents. Schools will adapt policies that prohibit soft drinks and candy machines in schools. Teachers will be advised that using candy, cookies, cakes and high fat food such as pizza and sodas as rewards will no longer be acceptable. Health Classes will develop units on healthy eating habits, good nutrition and the relationship to fitness and health. Partner with the Indian Health Service in providing workshops to students and parents about healthy snacks, diabetes, food and health and fitness. Nutrition will be part of the fitness/health portfolio.
The Need for Physical Activity Substantial health benefits are associated with regular participation in physical activity including reducing the risk of dying prematurely, developing diabetes and other diseases. This is the situation in the Arapahoe Community where a majority of the students are setting themselves on a path that will lead to future health problems, lack of quality of life with increasing age and/or reduced life expectancies. Dietary guidelines for Americans – advises Americans to be physically active each day – teens and children for at least 60 minutes of moderate to vigorous physical activity most days of the week, preferably daily. Arapahoe and St. Stephens have not had the resources to introduce students to new, challenging and fun individual sports, nor to promote physical fitness and health. Designed to create an interest in health awareness and self-discipline and to transform views of PE in the direction of lifelong wellness standards.
The Need for Physical Activity - Data 88% favorite pastime – watching TV – 37% - watch more than 4 hours day 90% - favorite snack – junk food 79% favorite restaurant – fast food 69% Arapahoe – 38% St. Stephens – drop out rates High level of drug involvement and alcohol use – little or no activities for students after school – no teen centers or recreation programs. Reported levels of use Alcohol – 63.5% Increased levels of violence No resources for lifelong physical education healthy lifestyle program for students Diabetes is the second leading cause of death on the reservation among the adult population over 40 and 32% adults suffer from Type I or Type II diabetes 17% Arapahoe - 21% St. Stephens students have acanthuses (precursor to Diabetes) 34 % Arapahoe students – overweight – 36% St. Stephens 27% Arapahoe – 31% St. Stephens – involved in fitness related activities outside of school
Duties and Responsibilities Coordinators and Fitness Activity Assistants – supervise after-school, weekend and summer activities. Fitness Director / Student Health Mentor will work with the students to assist them in maintaining their own personal fitness/health portfolios and to track their progress as they work toward established personal goals for 7th though 12th grades and for meeting the State Standards for graduation. Collection of data of students in order to monitor changes in physical activity. Documentation of implementation process including protocols, steps taken in each phase.
Summary After school, weekend and summer programs promote individual sports and lifelong fitness. Re-focus Physical Education programs form a traditional team sports centered program to one with a physical fitness / wellness mindset to meet state standards. Show outcomes to support the importance of educating an under-served American Indian population in fitness and wellness. The program is designed to encourage ALL students to participate in physical fitness activities using a variety of classroom, recess, lunch hour, before school and after school, weekend and summer program approaches and activities.
Performance measures to identify effectiveness Significantly increasing the percentage of students participating in physical education activities Significantly increasing the percentage of students who make progress toward meeting state standards for physical education Additionally we will collect data that responds to these measures including:
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