Summary of the survey for elementary physical education and recess in the State of Virginia.

Kanary, Donna M.

In 2005, Longwood University added a class for the elementary teacher on teaching health and physical education. The premise of the class is to help classroom educators define and develop interesting, informative, and innovative activities for health, physical education and fitness. Movement and integration with other curriculum areas is emphasized. Students are encouraged to seek out multiple outside resources, and to develop ways to work with all professionals in the school environment in order to provide the highest quality education in every curriculum area.

As this class developed, it became evident that the students' personal experience in elementary physical education was creating some confusion on the purpose of this class. Whereas some students came from localities where they saw a PE specialist once a week, others were confused as to why this class was necessary, as they had enjoyed a PE program with a specialist 5 days a week.

The State Department of Education was contacted, and it was found that there were no data on the state level available to give these students that could help clarify their role in elementary physical education in the public schools.

An online survey was developed to evaluate the current practices in elementary physical education and recess. This survey was sent to each of the 133 school divisions in the Commonwealth of Virginia. Two reminder notices were sent online, and a paper copy was also sent to some of the divisions. Currently the list of non-respondents has been sent to one of the State Health and Physical Education coordinators in hopes of receiving additional responses. Out of the 133 divisions surveyed, 109 divisions responded, making an 82% response rate. This survey accessed 1038 primary and elementary schools throughout the state. The following statistics were found in relation to elementary physical education:

Students see the physical education specialist in the following
format:

1 day per week 231 schools
2 days per week 288 schools
3 days per week 195 schools
4 days per week 31 schools
5 days per week 101 schools
Every other day 104 schools
Every three days 12 schools
Every four days 30 schools
Every 6 days 41 schools
Every 7 days 1 school
5 days a week for 1 semester, switch 2 schools
No answer 2 schools

Physical education class time ranges from 20 minutes to 60
minutes per class in the following format:

20 minutes per class period 4 schools
25 minutes per class period 7 schools
30 minutes per class period 549 schools
35 minutes per class period 2 schools
40 minutes per class period 105 schools
45 minutes per class period 313 schools
50 minutes per class period 10 schools
55 minutes per class period 1 school
57 minutes per class period 2 schools
60 minutes per class period 2 schools
Varies between 30-45 minutes 22 schools
No answer 21 schools

Class size for physical education ranges from 17 students to 75
students in the following format:

15 students 161 schools
17 students 5 schools
20 students 226 schools
25 students 476 schools
29 students 44 schools
30 students 22 schools
35 students 46 schools
40 students 6 schools
45 students 19 schools
50 students 20 schools
55 students 1 school
75 students 1 school
No answer 11 schools

In 982 schools, the number of students listed represented one class. In 52 schools, the number of students listed represented two classes. In 4 schools, the number listed represented three classes of students for elementary physical education.

In the specialist's elementary physical education classroom, 83 schools had aides or paraprofessionals working with the specialist with each class. In other instances, aides were present for students with special needs/IEP, classes over 25 students, kindergarten classes, and pre-kindergarten classes.

In the responding localities, a total number of 1288.5 elementary physical education specialists were employed. Of those, 1225.5 specialists were licensed to teach elementary physical education. The remaining individuals teaching physical education met the following criteria:

--15 were certified in other curriculum areas such as exercise science, recreation, business education, math education, or elementary education

--36 were working towards the appropriate certification in elementary physical education

--10 had no degree and there was no indication that they were pursuing a degree

--2 localities did not answer

The following information was found in relation to elementary recess:

Only 34 schools (3%) of the responding localities separated physical education from recess. Most schools have recess every day-941 schools, whereas, 94 schools have recess every day except PE days. Three schools have recess at the teacher's discretion.

School recess periods range for the following time limits:

10 minutes 55 schools
15 minutes 305 schools
20 minutes 231 schools
25 minutes 83 schools
30 minutes 199 schools
40 minutes 4 schools
45 minutes 6 schools
15-30-school based decisions 148 schools
No answer 7 schools

The division liaisons were asked if organized physical education plans were required for recess, and if so who monitored this. This question received quite a variance of answers, so it does not seem to be a reliable representation of the question's intent; rather, it appears as if it was answered about "who" actually watches the students, or verifies recess in the school. Answers to this question include the classroom teacher, volunteers, aides, principals, PE teachers, and paraprofessionals.

Most divisions allow the entire recess time to be free play,
ranging from the following time frames:

10 minutes 73 schools
15 minutes 324 schools
20 minutes 203 schools
25 minutes 56 schools
30 minutes 111 schools
45 minutes 6 schools
Varies from 15-30 minutes 109 schools
No answer 7 schools

Some other answers to this question include: free play after 5 minutes of exercise (34 schools); free play after 10 minutes of exercise (36 schools); free play after 15 minutes of exercise (17 schools); 2nd grade team building activities during recess (1 school)

Conclusion:

In summarizing the data, the following assumptions can be made: All localities have an organized physical education program, the highest average (28%) signifies that students most often see the PE specialist 2 days per week. However, this is followed closely by the number of responses for 1 day per week (22%). This would indicate that the classroom teacher would be responsible for student's physical activity 3-4 days per week.

In most school districts (53%), the physical education class lasts 30 minutes. This amount of continuous physical activity combined with 1-2 days of physical education per week with the classroom teacher would provide a sound basis for student wellness; however, additional class or activity periods per week would be necessary to improve student fitness.

Most often, (95%) the elementary physical education specialist has one class at a time. This shows a commitment from localities to provide maximum participation in elementary physical education as well as a commitment to physical education as a viable program in the curriculum.

Most elementary physical education specialists are licensed in elementary physical education (95%). This also signifies the commitment of the Virginia's localities to hire trained professionals to educate their students.

In most cases, children have recess every day (91%). This allows the opportunity for students to be active daily, with the data showing that this time allotment is highest between 15 and 20 minutes.

In closing:

Research indicates that, in order to improve health and wellness, individuals need a minimum of 20 minutes of aerobic activity at least 3 days per week. NASPE supports at least one daily recess period of 20 minutes in order to assist students in achieving the recommended 60 minutes per day needed to maintain and improve health. Many human services and health organizations support recess as an important aspect of a child's physical, social, and academic development (NASPE, 2006). Recess with the proper guidelines, in addition to physical education, is an important program needed to support the developmental needs of children in the Commonwealth of Virginia.

Currently, it is very apparent that we are on the borderline of meeting the proposed recommendation in minutes and days per week for recess and physical education. However, this also means that students must be aerobically active during that duration to maintain or achieve fitness levels. With Virginia's wellness policy enactment July 1st 2006, this may need to be evaluated in order to maximize the wellness benefit for our students. This would likely mean that more localities will need to have a longer, aerobically structured time to improve student fitness levels in addition to recess free play. This also indicates that the classroom teacher's role in this is imperative due to the limited availability of the elementary physical education specialist.

Submitted by Donna M. Kanary, Ed.S.

Christopher Newport University

Survey conducted through a grant with Longwood University

References

National Association for Sport and Physical Education. (2006). Recess for Elementary School Students (position paper). Reston, VA: Author.