HOUSE DOCKET, NO. 3058        FILED ON: 1/18/2013

HOUSE  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  No. 389

The Commonwealth of Massachusetts

_________________

PRESENTED BY:

Gloria L. Fox

_________________

To the Honorable Senate and House of Representatives of the Commonwealth of Massachusetts in General
Court assembled:

The undersigned legislators and/or citizens respectfully petition for the adoption of the accompanying bill:

An Act for mandatory physical education for all students grades K-12.

_______________

PETITION OF:

HOUSE DOCKET, NO. 3058        FILED ON: 1/18/2013

HOUSE  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  No. 389

[SIMILAR MATTER FILED IN PREVIOUS SESSION
SEE HOUSE, NO. 1053 OF 2011-2012.]

The Commonwealth of Massachusetts

_______________

In the Year Two Thousand Thirteen

_______________

An Act for mandatory physical education for all students grades K-12.

Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority of the same, as follows:
 

Mandatory Physical Education for All Students grades K-12

Urging schools to provide mandatory instruction on healthy lifestyle choices including physical Education Programs during the regular school hours. In December of 2001 the US Surgeon General called for every child in grades K-12 to receive a minimum of 30 minutes physical activity daily. The American Heart Association recommend that all children ages 5 and older should participate in 30 minutes of enjoyable, moderate intensive activities every day and should perform 30 minutes of vigorous physical activities at least three to four days a week to achieve and maintain a good level of cardio- respiratory (heart and lung) fitness. In February 2010; the First Lady initiated the “Let’s Move” campaign to combat the epidemic of childhood obesity through a comprehensive approach that builds on effective strategies, and mobilizes public and private sector resources.  Let’s Move will engage every sector impacting the health of children to achieve the national goal, and will provide schools, families and communities simple tools to help kids be more active, eat better, and get healthy.

Increasing Physical Activity; Children need 60 minutes of active play each day.  Yet, the average American child spends more than 7.5 hours a day watching TV and movies, using cell phones and computers, and playing video games, and only a third of high school students get the recommended levels of physical activity. Many children consume as many as half of their daily calories at school.  As families work to ensure that kids eat right and have active play at home, we also need to ensure our kids have access to healthy meals in their schools.  With more than 31 million children participating in the National School Lunch Program and more than 11 million participating in the National School Breakfast Program, good nutrition at school is more important than ever.  Together with the private sector and the non-profit community, we will take the following steps to get healthier food in our nation’s schools:

Physical activity/ healthy lifestyle should be mandatory within all schools (public, private, parochial, charter and alternative) within the Commonwealth of Massachusetts. Incorporated in age appropriate and culturally sensitive instruction that helps students develop the knowledge, attitudes, skill and behaviors to adapt, maintain and enjoy lifestyle habits relating to eating habits and a physically active lifestyle. This healthy lifestyle curriculum should be available to all children K-12 with no cost to the parents.

Elementary  School

Physical Education, Kindergarten.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibit a physically-active lifestyle and

understand the relationship between physical activity and health throughout the lifespan.

(2) In Grades K-2, children learn fundamental movement skills and begin to understand how the muscles, bones, heart, and lungs function in relation to physical activity. Students begin to

develop a vocabulary for movement and apply concepts dealing with space and body

awareness. Students are engaged in activities that develop basic levels of strength,

endurance, and flexibility. In addition, students learn to work safely in group and individual

movement settings. A major objective is to present activities that complement their natural

inclination to view physical activity as challenging and enjoyable.

(3) The focus for kindergarten students is on learning basic body control while moving in a

variety of settings. Students become aware of strength, endurance and flexibility in different

parts of their bodies and begin to learn ways to increase health-related fitness.

Physical Education, Grade 1.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) First grade students continue to develop basic body control, fundamental movement skills,

and health-related fitness components such as strength, endurance, and flexibility. Students

can state key performance cues for basic movement patterns such as throwing and catching.

Students continue to learn rules and procedures for simple games and apply safety practices

associated with physical activities.

Physical Education, Grade 2.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) Second grade students learn to demonstrate key elements of fundamental movement skills

and mature form in locomotive skills. Students learn to describe the function of the heart,

lungs, and bones as they relate to movement. Students are introduced to basic concepts of

health promotion such as the relationship between a physically-active lifestyle and the

health of the heart. Students learn to work in a group and demonstrate the basic elements of

socially responsible conflict resolution.

Physical Education, Grade 3.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) In Grades 3-5, students continue to develop strength, endurance, and flexibility. Students

can demonstrate mature form in fundamental locomotor and manipulative skills and can

often maintain that form while participating in dynamic game situations. Identifying

personal fitness goals for themselves and beginning to understand how exercise affects

different parts of the body is an important part of the instructional process.

(3) In Grade 3, students begin to learn and demonstrate more mature movement forms. Students also learn age-specific skills and the health benefits of physical activity. Students begin to learn game strategies, rules, and etiquette.

Physical Education, Grade 4.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) Fourth grade students learn to identify the components of health-related fitness. Students

combine locomotor and manipulative skills in dynamic situations with body control.

Students begin to identify sources of health fitness information and continue to learn about

appropriate clothing and safety precautions in exercise settings.

Physical Education, Grade 5.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) Fifth grade students demonstrate competence such as improved accuracy in manipulative

skills in dynamic situations. Basic skills such as jumping rope, moving to a beat, and

catching and throwing should have been mastered in previous years and can now be used in

game-like situations. Students continue to assume responsibility for their own safety and the

safety of others. Students can match different types of physical activities to health-related

fitness components and explain ways to improve fitness based on the principle of frequency,

intensity, and time. Students continue to learn the etiquette of participation and can resolve

conflicts during games and sports in acceptable ways.

Middle  School

Physical Education, Grade 6.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the life span.

(2) In Grades 6-8, students understand in greater detail the function of the body, learn to

measure their own performance more accurately, and develop plans for improvement. They

learn to use technology such as heart rate monitors to assist in measuring and monitoring

their own performance. Identifying the types of activities that provide them with enjoyment

and challenge and that will encourage them to be physically active throughout life is

reinforced during instruction in these grades

Physical Education, Grade 7.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) Seventh grade students apply similar concepts from one sport or movement setting to

another. Students can observe another individual's performance and notice key elements for

success. At this grade level, students participate in physical activity both in and out of

school while maintaining a healthy level of fitness as their bodies grow and change. Their

knowledge of safety and the ability to manage their own behavior is reinforced. Instruction

is directed more toward encouraging the incorporation of physical activity into a daily

routine and less toward fundamental skill development.

Physical Education, Grade 8.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) In Grade 8, although the acquisition of physical fitness and skill development is important,

emphasis is placed more on participation for enjoyment and challenge, both in and out of

school. Understanding the need to remain physically active throughout life by participating

in enjoyable lifetime activities is the basis for eighth grade instruction.

High School

Foundations of Personal Fitness (One-Half Credit).

(a) General requirements. This course is the recommended prerequisite for all other physical education courses.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) Foundations of Personal Fitness represents a new approach in physical education and the

concept of personal fitness. The basic purpose of this course is to motivate students to strive

for lifetime personal fitness with an emphasis on the health-related components of physical

fitness. The knowledge and skills taught in this course include teaching students about the

process of becoming fit as well as achieving some degree of fitness within the class. The

concept of wellness, or striving to reach optimal levels of health, is the corner stone of this

course and is exemplified by one of the course objectives-students designing their own

personal fitness program.

Adventure/Outdoor Education (One-Half Credit).

(a) General requirements. The recommended prerequisite for this course is Foundations of Personal Fitness.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) Students enrolled in adventure outdoor education are expected to develop competency in

outdoor education activities that provide opportunities for enjoyment and challenge.

Emphasis is placed upon student selection of activities that also promote a respect for the

environment and that can be enjoyed for a lifetime.

Team Sports (One-Half Credit).

(a) General requirements. The recommended prerequisite for this course is Foundations of Personal Fitness.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically-active lifestyle. The student exhibits a physically-active lifestyle and

understands the relationship between physical activity and health throughout the lifespan.

(2) Students enrolled in Team Sports are expected to develop health-related fitness and an

appreciation for team work and fair play. Like the other high school physical education

courses, Team Sports is less concerned with the acquisition of physical fitness during the

course than reinforcing the concept of incorporating physical activity into a lifestyle beyond

high school.