Momentum Magazine - Spring 2022

Society of Health and Physical Educators

Spring 2022

Happy 50 th Birthday,

Celebrating the landmark legislation that opened doors for girls and women in sports

Thank You to Our Current Partners for Active and Healthy Children (reflects members as of 5/1/2022)

Goodheart-W Experts in Today’s Health an

SHAPE America’s Partners for Active and Healthy Children (PAHC) membership program serves as a bridge between the business and nonprofit communities and our nation’s health and physical educators.

Learn about the benefits of becoming a PAHC member. shapeamerica.org/about/partnerships/pahc

Contents

Spring 2022

F E AT U R E S

SPECIAL INSERT

In the Zone Issue 6 / Spring 2022

The Importance of SEL Curriculum and Fundraising for a Title I School TOM ROBERTS Physical Education Teacher, Aquila Elementary School (St. Louis Park, MN)

A

quila Elementary is a Title I school (K-5) with middle class families and lower income households that need assistance. We have a large multilingual population and embrace our diversity.

I have been using the health. moves. minds. program for three years — the SEL curriculum and activities as well as the fundraiser. The parachute activity is one that we use a lot. We shake the balls on the parachute while talking to students about how to manage the many thoughts that might be juggling in their minds.

The Mindful Minute is something I do at the end of my classes to help students calm down, which helps them transition back to the classroom better. Their teachers appreciate that. We have a PE Combo Class (music and physical education), and we collaborate on our curriculums to do PE and music together. Our music teacher also does mindful breathing with her class.

When I started using the health. moves. minds. posters and resources a few years ago, it inspired other teachers to make posters for their classroom door and bulletin boards.

Some have even made kindness jars. We also have an SEL Team at our school, which includes me, our social worker, and our psychologists. They do a “kindness boomerang” and give it to a student who then gives it to someone else. This reinforces kindness and is a good fit with our health. moves. minds. program.

Happy 50th Birthday, Title IX!

A Look Back at #SHAPENOLA

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19

SHAPE America’s health. moves. minds. program offers lessons and activities that teach kids to thrive physically and emotionally — and includes flexible fundraising options to help you make the biggest impact in your school and community.

You can share your success with health. moves. minds. — and bring national attention to your school — by contributing to In the Zone!

If interested, email healthmovesminds@shapeamerica.org.

We’ve created a culture of kindness which has spread throughout the school.

Our classroom teachers are using the calming activities and are also helping to create a culture of kindness, which is now spreading throughout the school, not just in the gym. On our playground we have a Buddy Bench where a student can sit if they don’t have someone to play with. We teach our students to show empathy and ask that student on the Buddy Bench to play or join their activity.

Fundraising Benefits While the health. moves. minds. curriculum is very important to our school, so is the fundraising. I have a $700 budget for my department. I found that even if I choose the “Pay it Forward” fundraising option — where 25% of the funds raised support a charity of our choice — we still receive 25%, which is more than the 4% that I usually received from other fundraisers we have participated in.

Our first year with health. moves. minds., we supported the Muscular Dystrophy (MD) Association because we had a student with MD. That fundraiser brought awareness and greater understanding to our students.

Last year and this year we are supporting Special Olympics because we feel their mission aligns with the mission of health. moves. minds. Creating a culture of (continued on page 4)

Learn more and register at healthmovesminds.org

1

health. moves. minds.® newsletter

D E PA R T M E N T S PRESIDENT’S MESSAGE 5

ADVOCACY 11

A Call for Servant Leaders

Elevating Student Voice

FROM THE CEO 7

RESEARCH 13 Updates From the Research Council

The Daily Mile (p. 9)

Empowering Girls and Women Through Sports

USTA (p. 9)

NATIONAL OFFICERS 8

SPARK (p. 10)

Welcome to Our New Board Members

Wellness Training Specialists (p. 12)

DISTRICTS 9

ADVERTISER INDEX:

Gopher (p. 6)

PLT4M (p. 23)

REFLECTION 14 Title IX at 50

RESOURCE ROUNDUP 30 Focus on Health & PE

New District Leaders

Human Kinetics (p. 29) Jones & Bartlett Learning (p. 32)

Spring 2022 • Momentum

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SHAPE AMERICA BOARD OF DIRECTORS PRESIDENT

Note

Editor’s

Kymm Ballard P R E S I D E N T- E L E C T

Sarah Benes PA S T P R E S I D E N T

Terri Drain CEO

Stephanie Morris D I R E C TO R S

Megan Adkins Jo Bailey Joe Deutsch Cara Grant Jaimie McMullen Victor Ramsey Robin Richardson Luciana Zuest

MOMENTUM PRODUCTION M A N AG I N G E D I TO R

Larissa Brickach DESIGNER

Kathleen Dyson DEADLINES Winter – December 1 Spring – April 1 Fall – August 1 CONTACT US SHAPE America PO Box 225 Annapolis Junction, MD 20701 momentum@shapeamerica.org 800-213-7193 Momentum (ISSN: 2329-1516) is published three times a year by the Society of Health and Physical Educators (SHAPE America), PO Box 225, Annapolis Junction, Maryland 20701.

Copyright © 2022. All rights reserved. This magazine may not be reproduced in whole or in part without written permission of the publisher.

Opinions expressed in signed articles are those of the authors and do not necessarily reflect official policy of SHAPE America.

SHAPE America offers advertising opportunities in this publication. For more information on the advantages of advertising as well as rates please email advertising@shapeamerica.org.

SHAPE America does not verify or substantiate the claims of advertisers. As a matter of law, it is the responsibility of an advertiser, not the publisher, to substantiate its claims.

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Momentum • Spring 2022

I

t’s spring — and there’s a lot to celebrate! Warmer temperatures … flowers in bloom … and those extra hours of sunlight each day. Here at SHAPE America, we’re also celebrating the success of our first in-person National Convention & Expo since the pandemic began.

Hopefully the highlight photos in A Look Back at #SHAPENOLA will give you a sense of how much attendees enjoyed the convention. But I think educator Cindie Cortinas-Vogt summed it up best in her #SHAPENOLA Twitter post:

Society of Healt h and

Physical Educa tors

Spring

Happy

50 th Birthd ay

,

Celeb openedrating the la nd doors for gir mark legisla ls and womention that in spo rts

“ Thank you #SHAPENOLA for an incredible experience that filled my heart and brain, sparked my enthusiasm, and left me beyond inspired!”

HAPPY BIRTHDAY, TITLE IX! In this issue we’re also celebrating 50 years of Title IX, with a cover story written by Shawn Ladda, former president of the National Association for Girls and Women in Sport (NAGWS).

Shawn’s story of shagging balls behind the backstop while watching her brothers’ Little League practice in 1971 brought back memories of watching my own brother’s baseball practices in the 1970s.

As much as I enjoyed playing catch with my brother — often trying to imitate the distinctive pitching motion of beloved Boston Red Sox player Luis Tiant — I never considered trying out for Little League. I didn’t consider myself an “athlete” and was in awe of the one girl I knew who did play in the league.

I hope reading Shawn’s article inspires you to learn even more about Title IX — both its history and where we stand today.

As she writes, “We must keep working together.”

Larissa Brickach Managing Editor momentum@shapeamerica.org

CONNECT WITH US ON SOCIAL MEDIA

Follow us on Twitter @SHAPE_America Like SHAPE America on Facebook Follow SHAPE America on Instagram Follow SHAPE America on LinkedIn

2022

P R E S I D E N T ’ S M E S SAG E

A Call for Servant Leaders Kymm Ballard, President @KymmBallard

A

s I begin my year as SHAPE America president, I’d like to share my philosophy about the importance of servant leadership.

Leaders with this style and philosophy share power and put greater emphasis on serving others. Examples of servant leadership characteristics include listening more than talking, having empathy, building relationships, and community, showing kindness, using a growth mindset, and encouraging diverse perspectives.

Servant leaders will think of our members first and find the common good of the profession to meet our mission.

RELATIONSHIPS FIRST For schools or organizations, I like the saying “people first, mission always.” I recently heard this in a keynote by fellow educator Kim Cooke Morton, and it really resonated with me. I believe if you fail to build organizational relationships, you will fail to build and serve your mission.

Before we can build something meaningful together, we need to build relationships — by getting to know each other’s culture and what drives us.

Growing these relationships in a new day reset by COVID-19 has created an opportunity to be better than we were before. We can all be servant leaders and put people first. And as we try to put our world together in a new way, here are a few things to consider: • There is no “going back” or “new normal.” I do not think we should go back to the way things were before the pandemic … and why do we have to settle for normal? Let’s create a better place with better schools and resources, where we reevaluate our testing and how kids learn. Let’s

reevaluate our schools’ diversity and inclusion and examine the societal issues and inequities that have come to light.

• We have all learned that you truly do have to take care of yourself before you can take care of others. My mentor used to tell me that you can’t give what you don’t have. And he is right. You can only push that so far before it shows up in your work, with your family, in your behavior, and in other areas of your life.

• Finally, we have all learned that life is precious. So, I encourage you to live to learn. Lead with intention and serve with pride, living your life to your fullest potential. Don’t lose a minute being lazy, slack, hurtful to others, or selfish. Don’t ignore others or put others down. Seize every moment to be better and help others.

JOIN ME I hope you will consider becoming a servant leader — or a stronger servant leader — this year. Your school, community and profession need you! Let me ask you: • How will you fill your time and space moving forward to be a servant leader?

• How will you continue to move closer to your “why”?

• How will you continue to build and grow to build a “better” future rather than a normal one?

A little bit about me …

I was born and raised in High Point, North Carolina … the only state I have ever lived in as a home. The Southern girl in me will come out when I speak and often in my passion. The second of four children, I was the first in my immediate family to graduate high school and the first to go to college. Currently, I am the only one with a postgraduate degree, having received my Ed.D. in 2008.

With that said, school has not always been easy for me, and I did not have a good experience in school when I was young. I was bullied, abused, and suffered from mild learning disabilities. But I persevered.

Challenges do not scare me.

To me, facing the unknown is an opportunity for the better. However, it doesn’t just happen, it takes intentional work and sacrifice. I believe it’s not your degree or position that’s important. What truly matters is what you do to help make a difference for others.

Together, we as a community serving students can create something great if we work together, make it intentional, and advocate in ONE voice.

As your SHAPE America president, I am committed to being a servant leader for you. I will be here for you and with you as we continue to lead the way for health and physical educators across the country.

Spring 2022 • Momentum

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FROM THE CEO

Empowering Girls and Women Through Sports Stephanie Morris, CEO @SHAPEAmericaCEO

I

had the unusual opportunity to attend a women’s college for my undergraduate degree. I call it “unusual” for a few reasons. Growing up, my parents did not have the means to send me (or my sister) to college. Beyond that, I was born and raised in Sacramento, CA, and a private, East-coast women’s college was definitely not something I envisioned for myself as a teen.

But with the encouragement of my uncle (who adamantly and unapologetically pushed us to consider the possibilities), I applied to various institutions, and somehow Mount Holyoke College was on that list. Even more unlikely: I was accepted and offered significant financial aid, which made it possible to attend.

So off I went to experience something completely new and foreign. It felt very overwhelming at times as someone who was practically a first-generation college student, but … I discovered that it was also wonderful to be at a women’s college.

It turned out to be an empowering experience which opened my eyes to so many new perspectives and opportunities, one of which was how enriching and exciting PE classes can be.

I’ll pause and clarify here that my high school physical education experience was in an adapted PE program because of my spina bifida. It was a great experience because of my teacher and the other kids I got to know. But my college PE experience —thanks to Mount Holyoke’s athletic director at the time, Laurie Priest — was incredible. (Priest served as president of the National Association of Girls and Women in Sport from 19891990.)

At Mount Holyoke, I was exposed to so many new sports! I played tennis for the first time and took classes in fencing, weightlifting, canoeing and running. I also joined a running club and a racquetball team. In essence, I was encouraged in the most positive, empowering manner to try my hand at anything that looked like fun.

I had opportunities to gain new motor development skills (even as a young adult), and to this day I still engage in physical activities I was first introduced to through Mount Holyoke’s physical education program (which was a strict requirement for all students in my time, thanks to Dr. Priest).

CELEBRATING TITLE IX I’ve been reflecting a lot recently on this experience in light of the 50th anniversary of Title IX — and thinking about how critically important it is that girls and women have empowering and equitable opportunities to play sports.

I loved reading the article by Tara Blackshear and Brian Culp (“The ‘Hidden Figures’ of Physical Education”) about the incredible Black women who have contributed in significant ways to the physical education field. I’m happy that Sylvia Crawley, former WNBA player and collegiate coach, spoke about the importance of Title IX during her keynote presentation at #SHAPENOLA. And I’m excited to lift up the 50th anniversary of Title IX in this issue of Momentum, as well as on our website, beginning with Title IX-themed resources for National PE & Sport Week.

If you are reading this and reflecting on your own experience playing sports as a girl or woman, I’d love to hear your stories or thoughts. The more we continue to talk about the impact of this landmark legislation and the more we continue to lift up the amazing, inspiring stories of so many female athletes, the more we’ll be doing our part to pave the way for the next generation. So, please reach out and share!

Spring 2022 • Momentum

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N AT I O N A L O F F I C E R S

Welcome to Our New Board Members PRESIDENT-ELECT Sarah Benes Associate Clinical Professor, Merrimack College, North Andover, MA

Sarah Sparrow Benes (she/her) is currently an associate clinical professor at Merrimack College. She has an Ed.D. in curriculum and teaching, an Ed.M. in human movement, a master’s degree in public health, and a B.S. in athletic training. Sarah started her career at Boston University as an athletic trainer before transitioning to the role of Physical and Health Education Teacher Prep Program Director.

Sarah works in schools locally and nationally, and writes and presents on various health education topics.

2022-23 SHAPE AMERICA BOARD OF DIRECTORS PRESIDENT

Kymm Ballard

Campbell University, Buies Creek, NC P R E S I D E N T- E L E C T

Sarah Benes

Merrimack College, North Andover, MA PA ST P R E S I D E N T

Terri Drain

DIRECTORS Victor Ramsey Educational Administrator, New York Department of Education, Brooklyn, NY

Victor Ramsey joined SHAPE America (then AAHPERD) as an undergraduate at York College. After graduating with a bachelor’s degree in physical education, he began teaching. In his professional career of more than 32 years, Victor has been a physical education teacher, dean of students, assistant principal, and regional director for fitness and physical education.

Along the way he also earned a doctorate in curriculum and instruction. In his current role as educational administrator, he trains and supports health and physical educators. He recently served as a member of SHAPE America’s EDI Committee and Recruitment and Retention Task Force.

Robin Richardson Health & Physical Educator, Jefferson County Public Schools, Louisville, KY

Robin Richardson is extremely active in promoting wellness in her school and her school district. She serves as team lead for her department and leads the staff wellness program. Robin’s passion and dedication to the field of health and education are evident in her willingness to serve in any capacity that will improve the quality and quantity of life of all those around her. During her tenure as president of KYSHAPE (2020-2021), she led the board to hosting the first inperson convention since the beginning of the pandemic. Robin recently served as a member of the SHAPE America Physical Education Council.

Health and Physical Education Collaborative, CA Murphys, CA CEO

Stephanie Morris D I R E C TO R S

Megan Adkins

University of Nebraska at Kearney, NE

Jo Bailey

D.C. Everest Senior High School, Weston, WI

Joe Deutsch

North Dakota State University, Fargo, ND

Cara Grant

Supervisor, HPE, College Park, MD

Jaimie McMullen

University of Northern Colorado, Greeley, CO

Victor Ramsey

New York Department of Education, Brooklyn, NY

Robin Richardson

Jefferson County Public Schools, Louisville, KY

Luciana Zuest

Towson University, Towson, MD

For more information, visit shapeamerica.org/about/leaders.

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Momentum • Spring 2022

DISTRICTS

New District Leaders Congratulations to the following SHAPE America members, who were elected to serve on their District Leadership Council for 2022-23.

CENTRAL DISTRICT

WESTERN DISTRICT

PRESIDENT-ELECT

PRESIDENT-ELECT

Lisa Smith Health and Physical Education Teacher Lakeville South High School Lakeville, MN

Keri Schoeff Safe, Healthy & Active Students Specialist Arizona Department of Education Peoria, AZ

MEMBERS-AT-LARGE

Annika Culver Health and Physical Educator Duluth, MN Shannon Milliken Colorado Department of Education Denver, CO

MIDWEST DISTRICT

MEMBERS-AT-LARGE

Tennis Gives Kids Valuable Lifelong Skills.

Toni Chilton Physical Education Teacher Highland Junior High Mesa, AZ Christy Wilson K-5 PE Specialist Raleigh Park Elementary Portland, OR

PRESIDENT-ELECT

Sandee Ortiz Health & Physical Educator Sun Prairie High School Delavan, WI MEMBERS-AT-LARGE

Andrew Eberline Assistant Professor Illinois State University Bloomington, IL Becky Foellmer Instructional Coach/ IAHPERD Technology Chair CBHPE Plainfield, IL

This is Mark.

Mark is a teacher.

His students do The Daily Mile.

Mark's students are happier.

Mark's students are healthier.

Mark's students have better focus.

Be like Mark.

With tools, resources and standardsbased curriculum, co-created by the USTA and SHAPE America, you’ll have everything you need to teach tennis.

Learn how the USTA can help.

Free Equipment Opportunities Available.

To learn more about teaching tennis in schools, please visit usta.com/schools

Join the movement for free! © 2022 USTA. All rights reserved.

Spring 2022 • Momentum 19086_C_NY_22_NetGeneration_Schools_Ad_1x9.indd 1

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DE A DP VT OC HA EC AY DING

Elevating Student Voice

By Carly Wright @CWrightHPE

W

e all know how challenging the past two years have been for students across the country as school communities have worked to navigate the realities of the COVID-19 pandemic. While elevating opportunities for student choice and student voice within health and physical education have always been important parts of effective instruction, they become even more important now.

The Centers for Disease Control and Prevention (CDC) reports that more than 1 in 3 high school students experienced poor mental health during

the pandemic and nearly half of students felt persistently sad or hopeless. Yet data showed that youth who felt more connected to people at their schools had better mental health.

Health and physical educators play an important role in building school connectedness for students.

STUDENT PERCEPTIONS OF HPE More than 32,000 students took part in a recent research study conducted by myOptions® and SHAPE America — and the results show that high school students definitely find value in health and physical education.

Here’s just a bit of what students are saying about the benefits of physical education class: • 57.5% — Is important to my future health • 45.3% — Helps me work well with others • 42.6% — Relieves stress • 32.7% —Teaches me to accept and respect myself and others This summer, SHAPE America will create an infographic showing more detailed results from the study that can be used to advocate for HPE … at the local, state or national level. Stay tuned!

NATIONAL STANDARDS REVISION UPDATE SHAPE America has begun the collaborative, inclusive process to update both the National Standards for K-12 Physical Education and the National Health Education Standards (NHES).

When completed, both sets of national standards will speak to current best practices and research-informed curriculum. They will be relevant, inclusive and culturally affirming.

NATIONAL PHYSICAL EDUCATION STANDARDS

NATIONAL HEALTH EDUCATION STANDARDS

The National Standards for K-12 Physical Education have been under revision since April 2021. The first round of Public Review & Comment (on the proposed Guiding Principles and Student Attributes) closed on May 16 following two virtual town halls, in-person feedback sessions at #SHAPENOLA, and a formal survey.

The National Health Education Standards Task Force officially launched their work in October 2021. The task force brings together a diverse and experienced group of professionals in school-based health education including leading national health organizations, state departments of education, HETE programs, and K-12 practitioners.

Representatives from both task forces will continue to share updates on our website for both the National Physical Education Standards and the National Health Education Standards, including opportunities for engagement, information about feedback collected, and upcoming rounds of Public Review & Comment.

SHAPE America Sets the Standard®

Spring 2022 • Momentum

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New Workshops • Transforming Compassion Fatigue into Compassion Satisfaction- Selfcare for Educators and School Staff • Culturally Competent Teaching in Physical Education

To find more information about the workshops we offer go to www.welltrain.org or contact Terry Jones at terry@welltrain.org

RESEARCH

Updates From the Research Council Paul Wright, Research Council Chair Paul Rukavina, Research Council Past Chair

T

he Research Council worked on the following new initiatives in the past year:

• Supported the renaming of SHAPE America Scholar Award after Daryl Siedentop. The new name is the SHAPE America Daryl Siedentop Scholar Lecture.

• Provided updates for the Research Council web page and began developing a Research Council newsletter.

• Created the new Motor Behavior Special Interest Group (SIG), which will promote evidence-based practices in health and physical education related to teaching motor skills and fostering development. We are welcoming new members.

• Hosted a virtual event — Future of Motor Behavior in Higher Education: From Tower to Trenches — which featured three preeminent scholars in the field of motor behavior: Jane Clark, Dale Ulrich and Cheryl Coker.

The event recording is posted on the Research Council web page.

• Hosted a Coffee Talk at the National Convention & Expo.

RESEARCH AT #SHAPENOLA The research program at this year’s SHAPE America National Convention & Expo in New Orleans was very successful, with more than 150 authors/presenters. The 2022 program included three symposia, four poster sessions, 13 regular oral presentations, and two roundtable oral sessions.

Attendees also heard four excellent scholar lectures offered through the convention’s Distinguished Lecture Series: • C.H. McCloy Research Lecture: Weimo Zhu, University of Illinois at Urbana-Champaign • Raymond A. Weiss Lecture: Thomas J. Templin, University of Michigan • RQES Lecture: Stephen Silverman, Florida Atlantic University • SHAPE America Scholar Lecture: Ang Chen, University of North Carolina at Greensboro There were also two Special Interest Group lectures: • CSPAP Research SIG Lecture: Hans van der Mars, Arizona State University • Measurement & Evaluation SIG Joanne Safrit Lecture: Steven Heymsfield, Louisiana State University Pennington Biomedical Research Center

RQES: Free Access Articles Research Quarterly for Exercise and Sport (RQES) offers the latest research in the art and science of human movement studies. Published four times a year (March, June, September, December), the journal includes one “free access” article in each issue which is available to all on the SHAPE America website. For details, visit shapeamerica.org/publications/journals/rqes.

UnLock Research UnLock Research articles are a great resource for health and physical educators who want to learn about relevant research. Each monthly UnLock Research article reviews and summarizes a recently published research study. Learn more at https://www.shapeamerica.org/prodev/research/UnLocking_Research.aspx.

We were excited to recognize the following individuals: • Research Council Distinguished Service Award: Jennifer WaltonFisette, Kent State University Recognized for distinguished service to the Research Council and our mission of advocating for health and physical education through the promotion of scholarship in our field.

• New Research Council Fellow: David Bellar, University of North Carolina – Charlotte SHAPE America Research Fellow status is reserved for members who have made significant and sustained contributions to research, creative or scholarly activity, as well as related service.

• Thomas L. McKenzie Research Grant: Daryl Campbell-Pierre, Texas Christian University (“The Effects of Multiple Recesses Daily on Children’s Motor Coordination”) NEW RESEARCH COUNCIL MEMBERS The following SHAPE America members began their appointments to the Research Council following the conclusion of the national convention: • Tan Leng Goh, Central Connecticut State University • Ana West, University of North Texas (Graduate Student Representative) In addition, Paul Wright (Northern Illinois University) has begun his term as 2022-2023 Research Council chair.

Many thanks to Paul Rukavina (Adelphi), who recently completed his term as Research Council chair, Ali Brian (University of South Carolina), who rotated off the Research Council after completing her term as past chair, and Caitlin Olive (Coastal Carolina) who rotated off after three years of service as graduate student representative.

Spring 2022 • Momentum

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REFLECTION

Title IX at 50 Professor Irene Cucina reflects on Title IX and what it means for health and physical education teachers

I

was 13 years old and in middle school when Title IX was passed. By that time, I had already decided I wanted to be a health and physical education teacher. In elementary school, my physical education classes were coeducational; however, once I entered middle school, there were separate PE classes for boys and girls.

According to Title IX, separate classes based on gender were no longer permissible. Equity in facilities and opportunities were required for all students. However, in reflecting on my high school PE experience, I recall never having coeducational classes. In fact, all my PE classes were in the much smaller “girls gym,” and we were not allowed in the weight room.

Title IX advocacy must be done by us all.

CHANGES TO HPE INSTRUCTION In considering the changes that I have seen in education based on Title IX, I am sure the physical education teachers trained before the enactment of Title IX struggled with implementing the new law. State and national conference programs from the late 1970s and 1980s show that many professional development sessions covered topics such as instructional activities that don’t require physical contact, skill evaluations that are bias free and fair for all students, 14

Momentum • Spring 2022

and how to group students based on skill level, not gender.

As a first year teacher in 1982, I worked in a high school that included 18 male and female health and physical education teachers. We were a diverse group that worked together to plan effective and relevant lessons. I shared an office with both male and female faculty and taught both lifetime and team sport activities. I was never assigned a class that I felt unprepared to teach.

My experiences as a coach gave me the connection I had felt as a middle and high school student in PE, but instead of only making those connections with females, I was able to have an impact on males as well. I found that all students, regardless of gender, needed guidance and support as they navigated through the demands of high school and adolescence.

BECOMING AN ADVOCATE As I continued to learn and grow in my teaching and coaching career, members of my state association convinced me to run for a leadership role. My first elected position was as vice president of the Division of Girls and Women in Sport (DGWS). With this, a passion for advocacy was awakened in me.

Through my service I met women who had been on the front line of getting Title IX passed. When I heard their stories, I was proud to have chosen a field that allowed me to meet and work with this amazing group of women.

They were independent, confident, passionate, and intelligent. Their stories of creating athletic opportunities for girls — including creating the first state girls track and field meet — gave me a connection to the importance of

Irene Cucina is a professor and program coordinator of Health and Physical Education Teacher Preparation in the Health and Human Performance Department at Plymouth State University in New Hampshire.

A teacher, coach, and teacher educator for more than 40 years, Cucina is a much sought-after presenter and educational consultant. She has served in leadership roles at the state, district and national levels, including as SHAPE America (AAHPERD) president in 2012.

She is currently a member of the SHAPE America HETE/PETE CAEP Advisory Committee and is a HETE/PETE lead reviewer and auditor.

ensuring equity. Without them, where would I have been?

WHERE DO WE GO FROM HERE? As I have been reflecting on the impact of Title IX on my life, I have seen that my experiences have provided me with a sense of confidence in the belief that anything can be accomplished if you believe it. Part of this self-efficacy stems from the mentors who guided me and who modeled servant leadership.

We have come a long way since 1972, but we must remain vigilant. In a time where inequities still exist in our schools and curriculum, health and physical education teachers need to remember that Title IX advocacy must be done by us all.

Happy 50 Birthday, th

Celebrating the landmark legislation that opened doors for girls and women in sports

By Shawn Ladda

I

t was the spring of 1971, a year prior to the passing of Title IX. I was 11 and standing behind a backstop at my brothers’ Little League team practice in Wellesley, MA. Because girls were not allowed to play in Little League, I shagged balls behind the backstop while watching my brothers practice on the field.

The coach saw how skilled I was and asked me to play. I told him I would love to, but I didn’t think girls were allowed. He said not to worry. He would ask the opposing coach, and if he didn’t care then I would be able to play.

My debut Little League game was also my last. I struck out too many boys and was banned from the league. After Title IX was passed the following year, Little League allowed girls to play — but I was too old by then.

This June 23, Title IX will turn 50. When most people hear “Title IX” they think of athletics, but Title IX’s inspiration came from women

not being admitted into graduate programs in higher education institutions. It was, however, quickly applied to athletics — and the impact of this 37-word law has been incredible.

If you look at comparative statistics from 1972 to 2022, you’ll see the dramatic increase in the number of athletic opportunities for girls and women. Interestingly, boys and men have also increased their opportunities.

However, one unintended consequence of the passage of Title IX is that leadership positions — including coaches and athletic administrators — have shifted.

When Title IX was passed in 1972, 90% of head coaches of women’s collegiate teams were female.

Today it is a much different story. According to the NCAA Demographic Database, within all NCAA divisions, only 24% of athletic leadership is female — and of that group, only 7% is females of color.

No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.

(continued on next page)

Spring 2022 • Momentum

15

H A P P Y 5 0 T H B I R T H DAY, T I T L E I X !

A LOOK BACK Title IX — part of the Education Amendments Act of 1972 — prohibits discrimination on the basis of sex in educational institutions that receive federal aid. Congress enacted Title IX in 1972, but schools, colleges, and universities were not required to fully comply until 1978.

From the start, Title IX had a great influence on providing girls and women more opportunities in athletics. Sports such as basketball, field hockey, and softball (which were more organized and widely accepted) benefited the most, but women’s soccer grew quickly because with a squad size of 25, it was an easy way to increase the total number of athletic opportunities.

Through the years, there have been numerous attacks on Title IX. In 1974, just two years after the passage of Title IX, Senator John Tower of Texas

We are one human family and all deserving of opportunities. proposed the Tower Amendment, which would exclude “revenue producing” sports in the equation of Title IX compliance. The amendment was rejected by the Senate.

Women’s athletics were dealt a major setback from 1984 to 1988 because of the Supreme Court ruling on Grove City College v. Bell (1984). In this case, a student took Grove City College to court to obtain expanded financial aid support for women, using Title IX arguments.

In brief, the Supreme Court ruled that educational programs and activities not receiving direct federal funding did not have to comply with Title IX. The ruling was devastating for athletic gender equity since few of these athletic programs 16

Momentum • Spring 2022

received any direct federal funds. In other words, athletic programs would not have to comply with Title IX equity requirements. Consequently, many Title IX complaints concerning athletics were closed.

In 1987, there was another challenge to Title IX that attempted to exclude football or any sport labeled as revenue producing. It was not until 1988 that Congress passed the Civil Rights Restoration Act and widened the interpretation of Title IX to include athletic programs. This interpretation meant that whether athletics received direct or indirect federal aid, the program had to comply with Title IX. Legal rulings relating to Title IX continued throughout the 1990s. In Franklin v. Gwinett County Public Schools (1992), the Supreme Court ruled that monetary damages may be awarded under Title IX in cases of intentional discrimination. And in 1994, Congress passed the Equity in Athletics Disclosure Act, which requires colleges and universities to disclose gender equity information about their athletic programs.

In Jackson v. Birmingham (2005), the Supreme Court ruled that retaliation against Title IX “whistleblowers” is prohibited. This ruling helped encourage individuals to identify injustice relating to Title IX without fear of retaliation.

ON THE FRONT LINE: NAGWS SHAPE America has a long history around Title IX through its connection to the National Association for Girls and Women in Sport (NAGWS), which was one of five national organizations that made up the American Alliance for Health, Physical Education, Recreation & Dance (now known as SHAPE America).

NAGWS’s roots lie in a committee created in 1899 to write rules for women’s collegiate “basket ball” (which was two words in the late 1800s). This eventually led to NAGWS publishing a series of guidebooks,

which included rules of a particular sport and articles on topics that were relevant to teachers and coaches of the game. From 1969 to 1971, 16 different guidebooks were printed, totaling nearly 500,000 copies.

In 1971, the Association for Intercollegiate Women (AIAW) was formed out of NAGWS. This provided an organization (pre-NCAA) to oversee women’s athletics. NAGWS leaders also lobbied Congress to pass Title IX and then continued to support and advocate for the law.

In 1983, NAGWS, the United States Olympic Committee (USOC), and the Women’s Sports Foundation sponsored a major conference, “The New Agenda: A Blueprint for the Future of Women’s Sports.” This event led to the creation of National Girls and Women in Sports Day (NGWSD), which continues today as a time for multiple organizations to lobby Congress to continue to support Title IX. CHALLENGES AND THE FUTURE Even as we celebrate 50 years of Title IX and the growth of girls and women’s athletics, many colleges and universities are still not in compliance with Title IX (partially due to lack of knowledge about the law as well as lack of intentional effort to be in compliance). Violations persist. And it should be noted that these numbers disproportionately connect with communities of color, not only in the sports arena but in a variety of variables (continued on page 18)

Penn State Women’s Soccer After high school, I went to Penn State University to major in health and physical education. While the university had a varsity men’s soccer team, women’s soccer still only had a club team, which I participated on.

Shawn Ladda (with ball) circa 1981, playing on Penn State’s club team under poor field conditions.

We played a mostly varsity team schedule and followed the rules of the Association for Intercollegiate Athletics for Women (AIAW), which governed women’s collegiate athletics at that time.

(Shortly thereafter, the NCAA began overseeing women’s collegiate athletics.) By all accounts, we operated as a varsity team — but with club status.

During my junior year, the team qualified for postseason play. Penn State administration refused to sign off on AIAW paperwork to allow us to play post season. I think Penn State did not want to sign the paperwork for fear the next step might be our demand to have full varsity status.

After my teammates, coach, and I exhausted every internal mean possible to convince the powers that be to allow us to participate in post-season play (including a meeting with Joseph Paterno, who was the athletic director at the time), six players — including myself — filed a Title IX complaint through the Pennsylvania Human Relations Commission, a non-profit organization that enforces the state’s civil rights laws.

My teammates and I wondered how Penn State could not blink an eye at something that appeared to be so blatantly discriminatory. We knew we needed to fight this, even if we wouldn’t reap the benefits ourselves.

We would be fighting so the next group of Penn State students would have greater opportunities.

It took about 10 years from that time for Penn State to be forced to add a varsity women’s soccer team. It was pure joy when Penn State women’s soccer won the NCAA Division I national championship in 2015.

And in August 2018, Penn State Coach Erica Walsh and Athletic Director Sandy Barbour awarded the members of my team honorary varsity letters.

This experience has had a profound effect on me. It has informed my passion for fairness and social justice. My lens for detecting the “isms” is keener and makes me more sensitive, open, and accepting of others. It also gives me a lot of motivation for taking action to change the world — and to be embracing of ALL people. I am proud to be a past president of the National Association for Girls & Women in Sport (NAGWS).

Reflecting on my story, I think the quote

by Margaret Mead says it best: “ Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.”

You can hear more about Shawn Ladda's Title IX story in this video interview.

Shawn Ladda (bottom row, far left) and her Penn State women’s soccer teammates receive honorary varsity “S" letters at this 2018 ceremony, more than 35 years after they filed a Title IX lawsuit against Penn State.

If you'd like to share your Title IX story, email Larissa at momentum@shapeamerica.org for details.

Spring 2022 • Momentum

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H A P P Y 5 0 T H B I R T H DAY, T I T L E I X ! in schools that negatively affects educational opportunities.

While there has been a large increase in opportunities for girls and women, we have much more work to do for real parity. For example, there continues to be a disparity in the number of females being hired in leadership positions.

Media coverage for women’s sports continues to lag behind that for men’s sports. And pay equity continues to be an issue, as was highlighted recently through the lawsuit brought on by the U.S. women’s national soccer team.

Sport is considered to be a microcosm of society and thus all the “isms” are too alive. Sometimes laws are passed, but societal attitudes wane behind. This is evident as we continue to see racism, homophobia, and workplace bias.

Judge Ketanji Brown Jackson, who was recently confirmed to the Supreme Court, paid homage to all who have fought for social justice and the passage of Title IX, stating, “I stand on the shoulders of so many who have come before me.”

And yes, we all stand on the shoulders of so many who fought for girls and boys and men and women to have more opportunities in sport. A major key in the realization of true equity and compliance with Title IX is education about the law and a societal shift to really believe we are one human family and all deserving of opportunities.

The research is clear about the advantages of participation in sport — and so we must keep working together to “prohibit sex (including pregnancy, sexual orientation, and gender identity) discrimination in any education program or activity receiving federal financial assistance.”

Additional Resources • Let Her Learn: Stopping School Pushout for Girls of Color (National Women’s Law Center) • NCAA Sports Sponsorship and Participation Rates Report • NCAA Perceived Barriers for Ethnic Minority Females in Collegiate Athletic Careers • Women’s Sports Foundation Impact Report

Shawn Ladda, Ed.D., is a professor and department chair at Manhattan College in New York City and is a past president of the National Association for Girls and Women in Sport (NAGWS). She can be reached at shawn.ladda@manhattan.edu. Follow her on Twitter @shawnladda.

Chasing Equity In 2020, the Women’s Sports Foundation published a report titled Chasing Equity: The Triumphs, Challenges and Opportunities in Sports for Girls and Women. It provides a summary of some of the challenges still faced with Title IX, including: Participation and Opportunity n Urban

and rural girls drop out of sports at twice the rate of boys

n 70%

of female sports leaders say lack of women’s sports media coverage limits girls’ sport participation

n 87%

of all three NCAA divisions combined offered disproportionately higher number of athletic opportunities to male athletes compared to their enrollment

Title IX n 83% n 31%

of college coaches say they have never received formal Title IX training of female coaches believe they risk losing their job if they speak up about Title IX and gender equity

Working in Sports n 60%

of female sports leaders report they have experienced sex discrimination in the workplace

n 60%

of female sports leaders report being paid less for doing the same job as a man

To learn more and to download the Chasing Equity Report and summary, please visit the Women’s Sports Foundation.

18

Momentum • Spring 2022

NATIONAL CONVENTION HIGHLIGHTS

shapeamerica.org/convention

A Look Back at

I

f you're one of the many health and physical education professionals who attended the 2022 SHAPE America National Convention & Expo, you probably have some favorite memories of your time in New Orleans.

What a week!

It was great to connect in person, get inspired, and learn from top educators in the field. If you weren’t able to attend #SHAPENOLA, we hope you’ll join us next year for #SHAPEseattle (March 28 – April 1). Add the dates to your calendar and start planning now!

Keynote speakers Jessica Bartley, Chris Nikic and Sylvia Crawley inspired attendees at the convention’s Opening and Closing General Sessions.

Future professionals, K-12 teachers, and members of the higher ed community from around the country were thrilled to gather for in-person professional development and networking!

Spring 2022 • Momentum

19

NATIONAL CONVENTION HIGHLIGHTS

shapeamerica.org/convention

2022 SHAPE America Award Winners

C

ongratulations to the following national award recipients and lecturers, who were recognized at this year’s National Convention & Expo. Our professions benefit daily from their hard work, dedication and vision.

C.H. MCCLOY RESEARCH LECTURE

DR. DORIS R. CORBETT-JOHNSON LEADERS FOR OUR FUTURE AWARD

Heidi Crone, The Hockaday School (TX) Desmond Delk, Langston University, (OK) Peter Stoepker, University of West Georgia HALL OF FAME AWARD

Kristine Fritz, Sheboygan Schools (WI) Sylvia Crawley Breezy Johnson

Lecturer: Weimo Zhu, University of Illinois

health. moves. minds. TOP CHAMPION SCHOOL AWARDS (FOR 2020-2021)

CLAUDINE SHERRILL LECTURE

#1 Plank Road South Elementary (NY) Team Champion: Tyler Eichas Raised: $12,238.21

Lecturer: T. Nicole Kirk, University of Georgia CURRICULUM & INSTRUCTION SCHOLAR LECTURE

Lecturer: Brian Culp, Kennesaw State University (GA) CURRICULUM & INSTRUCTION HONOR AWARD

Karen Gaudreault, University of New Mexico Tao Zhang, University of North Texas CSPAP LECTURE

Lecturer: Hans van der Mars, Arizona State University

“ Thank you #SHAPENOLA for an incredible experience that filled my heart and brain, sparked my enthusiasm, and left me beyond inspired!”

Cindie Cortinas-Vogt

Washington Elementary School (IL)

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Momentum • Spring 2022

#2 Twin Chimneys Elementary (MO) Team Champion: Kyle Salvo Raised: $ 11,242.00 #3 Odessa Upper Elementary (MO) Team Champion: Kristi Bieri Raised: $6,517.87

HALL OF FAME AWARD Kristine Fritz Sheboygan Schools (WI) The Hall of Fame Award honors outstanding individuals who make significant contributions to maintaining physical and health education, physical activity, dance and sport as important parts of the total educational program.

HELEN M. HEITMANN YOUNG SCHOLAR AWARD

Wesley Wilson, University of Utah JOY OF EFFORT AWARD

Xiangli Gu, University of Texas at Arlington Ferman Konukman, Qatar University, Doha, Qatar LEROY T. WALKER YOUNG PROFESSIONAL AWARD

Zi Yan, Merrimack College (MA) LUTHER HALSEY GULICK AWARD

Jackie Lund, Georgia State University, professor emeritus MEASUREMENT & EVALUATION JOANNE SAFRIT LECTURE

Lecturer: Steven Heymsfield, Louisiana State University – Pennington Biomedical Research Center MPEES REVIEWER OF THE YEAR (2021)

Yong Gao, Boise State University (ID) NORTH AMERICAN SOCIETY OF HEALTH, PHYSICAL EDUCATION, RECREATION & DANCE FELLOWS

Darla Castelli, University of Texas at Austin (TX) Sarah Doolittle, Adelphi University (NY) Michelle Grenier, University of New Hampshire (NH) Patty Kestell, Cedarburg School District (WI)

LUTHER HALSEY GULICK AWARD Jackie Lund Georgia State University, professor emeritus The Luther Halsey Gulick Award is the highest honor SHAPE America bestows in recognition of long and distinguished service to one or more of the professions.

More than 100 future professionals received a 2022 Major of the Year award, including 54 students who attended the ceremony in person.

Mark Stanbrough, Emporia University (KS) Phillip Ward, The Ohio State University (OH) PRESIDENTIAL CITATIONS

Fran Cleland, West Chester University (PA) Kate Cox, Corte Madera School (CA) Susan Leonard, Ingleside Middle School, (AZ) The Health and Physical Education Collaborative, Murphys, CA

RESEARCH FELLOW (2022)

Graduate Craigory Nieman, Doctoral, University of South Florida Myung Ha Sur, Doctoral, Georgia State University

David Bellar, University of North Carolina at Charlotte

SHAPE AMERICA DARYL SIEDENTOP SCHOLAR LECTURE

RQES LECTURE

Lecturer: Ang Chen, University of North Carolina at Greensboro

RESEARCH COUNCIL DISTINGUISHED SERVICE AWARD

Jennifer Walton-Fisette, Kent State University (OH)

Lecturer: Stephen Silverman, Florida Atlantic University

RAYMOND A. WEISS LECTURE

RUTH ABERNATHY PRESIDENTIAL SCHOLARSHIPS

Lecturer: Thomas J. Templin, University of Michigan

Undergraduate Olivia Hepko, Ball State University (IN)

C

ongratulations to SHAPE America’s 2022 National Teachers of the Year award recipients in adapted physical education, health education, and physical education!

THOM MCKENZIE RESEARCH GRANT

Daryl Campbell-Pierre, Texas Christian University

ADAPTED PHYSICAL EDUCATION

Jen Heebink Buffalo High School and Buffalo Community Middle School (MN) District: Central HEALTH EDUCATION

Jessica Matheson Rockford High School (MN) District: Central

ELEMENTARY PHYSICAL EDUCATION

Rebecca Lambdin-Abraham Maplewood Elementary School (TX) District: Southern

MIDDLE SCHOOL PHYSICAL EDUCATION

Paulo Ribeiro Parkway Southwest Middle School (MO) District: Central HIGH SCHOOL PHYSICAL EDUCATION

Charles Rizzuto Oyster Bay High School (NY) District: Eastern

See the complete list of 2022 District Teachers of the Year here.

Spring 2022 • Momentum

21

NATIONAL CONVENTION HIGHLIGHTS

shapeamerica.org/convention

Karaoke is always a big hit at the convention’s Opening Celebration — and this year was no exception!

The #SHAPENOLA research program included several poster sessions.

Enthusiastic exhibitors shared ideas, information and resources with attendees.

C A L L F O R P R O P O S A L S Opening Soon! #SHAPEseattle

N AT I O N A L CO NVE N T I O N & EXP O | M A RCH 28 –A PRIL 1, 2023 22

Momentum • Spring 2022

SPECIAL THANKS

TO OUR 2022 NATIONAL CONVENTION PROGRAM SPONSORS As of March 1, 2022

GOLD MEDAL

1ST PLACE ISN’T ALWAYS THE BEST

CHAMPION UNITED STATES CANADA UNITED KINGDOM

MVP

GERMANY FRANCE ITALY CHINA JAPAN 0

10

20

30

40

ALL-STAR

STAR Empower Student Choice with a Personalized P.E. Curriculum.

Additional support provided by QuaverEd and Skillastics.

Spring 2022 • Momentum

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Mark Your Calendar

2023

Seattle, WA March 28–April 1

2024

Cleveland, OH March 12–16

2025

Baltimore, MD April 1–5

Make plans to attend the nation’s leading convention for health and physical education professionals!

Courtesy of Stephen Leonardi / unsplash

The SHAPE America National Convention & Expo is coming to these locations.

Visit convention.shapeamerica.org

In the Zone Issue 6 / Spring 2022

The Importance of SEL Curriculum and Fundraising for a Title I School TOM ROBERTS Physical Education Teacher, Aquila Elementary School (St. Louis Park, MN)

A

quila Elementary is a Title I school (K-5) with middle class families and lower income households that need assistance. We have a large multilingual population and embrace our diversity.

I have been using the health. moves. minds. program for three years — the SEL curriculum and activities as well as the fundraiser. The parachute activity is one that we use a lot. We shake the balls on the parachute while talking to students about how to manage the many thoughts that might be juggling in their minds.

The Mindful Minute is something I do at the end of my classes to help students calm down, which helps them transition back to the classroom better. Their teachers appreciate that. We have a PE Combo Class (music and physical education), and we collaborate on our curriculums to do PE and music together. Our music teacher also does mindful breathing with her class.

When I started using the health. moves. minds. posters and resources a few years ago, it inspired other teachers to make posters for their classroom door and bulletin boards.

Some have even made kindness jars. We also have an SEL Team at our school, which includes me, our social worker, and our psychologists. They do a “kindness boomerang” and give it to a student who then gives it to someone else. This reinforces kindness and is a good fit with our health. moves. minds. program.

SHAPE America’s health. moves. minds. program offers lessons and activities that teach kids to thrive physically and emotionally — and includes flexible fundraising options to help you make the biggest impact in your school and community.

You can share your success with health. moves. minds. — and bring national attention to your school — by contributing to In the Zone!

If interested, email healthmovesminds@shapeamerica.org.

A culture of kindness has spread throughout Aquila Elementary School.

Our classroom teachers are using the calming activities and are also helping to create a culture of kindness, which is now spreading throughout the school, not just in the gym. On our playground we have a Buddy Bench where a student can sit if they don’t have someone to play with. We teach our students to show empathy and ask that student on the Buddy Bench to play or join their activity.

Fundraising Benefits While the health. moves. minds. curriculum is very important to our school, so is the fundraising. I have a $700 budget for my department. I found that even if I choose the “Pay it Forward” fundraising option — where 25% of the funds raised support a charity of our choice — we still receive 25%, which is more than the 4% that I usually received from other fundraisers we have participated in.

Our first year with health. moves. minds., we supported the Muscular Dystrophy (MD) Association because we had a student with MD. That fundraiser brought awareness and greater understanding to our students.

Last year and this year we are supporting Special Olympics because we feel their mission aligns with the mission of health. moves. minds. Creating a culture of (continued on page 4)

Learn more and register at healthmovesminds.org

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fundraising focus School Success Stories

Forest Park Elementary O’FALLON, MO

Total Raised: $6,345

JEFF LADD | Physical Education Teacher

P

Students loved getting the chance to duct tape physical education teacher Jeff Ladd to the gym wall.

Conway Elementary ST. LOUIS, MO

W

Total Raised: $5,958

e started health. moves. minds. in 2019-2020 … and then COVID-19 hit. We have continued to use the lessons and resources because we feel that socialemotional wellness is so important.

Because more of our elementary students are affected by social-emotional challenges rather than being affected by heart disease, we felt it was more relevant that we focus on social-emotional wellness.

This year we also wanted to make an impact for our charity and our school. We wanted to hit home what it was about and why we were doing it. Our charity, Family Forward, steps in to help families that are struggling and that need tools to handle certain situations. The organization offers

2

hysical education teacher Kyle Salvo has been using health. moves. minds. in our school district for a few years and he talked to me about how it has helped students at his school learn how to manage their emotions and also help give more back to his school. This was my first year using the program and I can see where the lessons and activities will continue to help students in my class and in other classrooms.

My students looked forward to the fundraising fun because they have done fundraising before. We chose our PTO as our charity, which gave students a concrete idea of what fundraising can

do — helping their school and seeing the benefit of that every day.

Since my students enjoy incentives, we had individual, class, and school-wide incentives. The top vote for the schoolwide incentive was for me to dye my hair.

Other incentives included having lunch with me, duct taping me, and pizza. The highlight of our event was that our top student fundraiser earned the right to “name the gym,” and she chose to name it after her grandfather, who had battled mental health issues. While our students were very excited about the fundraising, this year the additional mental health awareness really taught them how to handle stressful times they encounter.

NEIL THERIAULT | Physical Education Teacher

programs that help parents and children understand appropriate responses, lifestyle, and positive advice.

We tell our students that parents need good social-emotional wellness too. We think this is a good way to provide an awareness of why we are raising money — not just to support an important charity and help fund PE equipment for our school, but to also learn about socialemotional wellness.

We want our students to understand that their kind acts can help someone in a difficult situation. For example, if they see another student struggling or in a certain state of mind, they can show empathy by thinking about how they feel and what is an appropriate response they can use to make that student feel better.

Physical educator Neil Theriault used the health. moves. minds. fundraiser to teach students about social-emotional wellness.

Learn more and register at healthmovesminds.org

state spotlights I n this issue, we’re shining a spotlight on Catie Embry of Natcher Elementary School in Bowling Green, KY, and Krista Winn of Hamilton Elementary School in Port Angeles, WA. They are both doing great work with health. moves. minds.!

How health. moves. minds. Helps Us Krista Winn (Washington) We were one of the pilot schools for the health. moves. minds. program — and SEL and kindness have now become an integral part of our day. I use health. moves. minds. as our main resource to teach SEL. Our district focuses on a character trait each month and this year, kindness was the trait for February. That worked great because we incorporated it into our health. moves. mind. event and what we were doing for Random Acts of Kindness that month.

Why I Recruit health. moves. minds.

Team Champions Catie Embry (Kentucky)

kentucky

It all started with Angela Stark recruiting me to do a health. moves. minds. fundraiser in Kentucky. From the beginning, I saw the magnitude of success of the event. Through participating in our health. moves. minds. fundraiser and using the SEL resources, I saw an incredible culture change in our school.

The fundraising has been important as well for our school. In the past we have supported a charity, although this year we really needed the larger fundraising giveback option for our school. I only have a $100 budget for my PE needs — and this year we received more than $500 from our fundraiser to help us purchase new equipment.

We are a 60% free and reduced lunch school, and this funding is important, as is teaching students how to take care of the mind and body. They really enjoy learning about keeping their heart healthy, being physically active, and what the heart feels like when you’re kind to others or they are being kind to you. My favorite response from a student was, “My heart gets goosebumps!”

The goal I set for our school that year was to raise $4,000. It was a lofty goal, but we ended up raising almost $8,000! As a result, we got to hang up a rock wall — and my students got to have ownership in that goal. It was incredible how easy the event was to do compared to other fundraisers I had done previously.

It is important to me to share how to get started in health. moves. minds. so other PE teachers can reap benefits from the hard work they do in their school fundraiser, plus how they can still support a charity if they want — but all in one event.

Team Champions from the health. moves. minds. Top Champion Schools for 2020-2021 receive their awards at #SHAPENOLA from Gopher representative Jonathan Faloon (far left). Tyler Eichas (second from left) from Plank Road South Elementary (NY) raised $12,238.21, Kyle Salvo (third from left) from Twin Chimneys Elementary (MO) raised $11,242, and Kristi Bieri (far right) from Odessa Upper Elementary (MO) raised $6,517.87.

Learn more and register at healthmovesminds.org

3

The Importance of SEL Curriculum and Fundraising for a Title I School (continued from page 1) awareness, empathy and kindness is a positive win-win for our school community.

When it’s time to start the fundraiser, I collaborate with the media specialist in the school media center to help get students familiar with everything they need to help their parents register them for the program, including talking about why we are doing the fundraising event.

We think incorporating the health. moves. minds. annual theme is important to get the students excited. We purchase wristbands with health. moves. minds. printed on them, which students can receive for raising $5. Whenever a student turns in their $5, I put the wristband on them, then I place my wristband over theirs and say, “Kindness Powers Activate.”

This is fun for the students, and they feel proud to be part of giving and spreading kindness.

Culture of Kindness Our climate of kindness doesn’t just happen during the health. moves. minds. fundraiser. During Random Acts of Kindness Week, we give students a challenge to aspire to complete during the school week, spreading kindness in the classroom and at home. And throughout the year, students put sticky notes on the POWered by Kindness wall to represent an act of kindness they did at school, at home, in the store, or anywhere. It is filling up!

Aquila Elementary's “POWered by Kindness” wall is getting filled with sticky notes representing students’ acts of kindness.

We are happy to see what health. moves. minds. has done for our school — through both the SEL activities and the fundraising, which helped us raise needed funds for our PE department to keep our students healthy.

The best compliment of this program was hearing from parents during parent-teacher conferences that they are so pleased with how the emphasis on kindness (including the posters and general atmosphere) has made the school feel safe by promoting inclusion, kindness and empathy.

Help students embrace a variety of emotions with PEmoji equipment and banners!

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Learn more and register at healthmovesminds.org

Creating an equitable and nurturing PE environment for Black students Audiences: Supplemental resource for both undergraduate and graduate PETE courses at the higher education level, as well as for coaching courses.

Professional development of K-12 physical education teachers and staff working in activity and sport-related community programs.

Racism is a sickness that permeates every aspect of Black life. Yet, if the events of the past few years have taught us anything, it is that America has a hard time talking about issues that create disparity and inequality for Black people.

This inequality extends not just into education, but into physical education. Blacks are stereotyped as physically superior and intellectually deficient. They are marginalized in PE just as they are in other aspects of their lives.

Through a series of case studies, Critical Race Studies in Physical Education offers deep insights into the issues that Black students face.

The text, geared to undergraduate and graduate PETE students and in-service teachers: • Provides culturally aware teaching strategies that affirm the worth of Black students • Amplifies the crucial issues that negatively affect Black students • Addresses the litany of intentional and covert racist practices directed toward Black youth, thus broadening the book’s value beyond the sharing of teaching strategies The end goal is to elevate Black youth’s and teachers’ perspectives and normalize positive experiences for Black students in physical education.

Dr. Tara B. Blackshear is an equity scholar who specializes in health, physical activity, and education. She is an assistant professor of kinesiology in physical education teacher education at Towson University.

Available Spring 2022 Now Available Critical Race Studies in Physical Education Tara B. Blackshear and Brian Culp ©2023 • Paperback • 136 pages Print: ISBN 978-1-7182-1205-3 • $42.00 Ebook: ISBN 978-1-7182-1206-0 • $32.00

Dr. Brian Culp is a professor and department chair in the WellStar College of Health and Human Services at Kennesaw State University.

Courtesy of Kennesaw State University.

Courtesy of Roy Cox Photography.

College Instructors To request a review copy, submit your request online at US.HumanKinetics.com/pages/review-desk-copy-request-form.

Ebooks are provided free of charge to qualified faculty who are considering the text as a required course text.

US.HumanKinetics.com • (800) 747-4457 • (217) 351-5076

RESOURCE ROUNDUP

Focus on

Health & PE

New! Title IX Classroom Resources This year marks the 50th anniversary of Title IX, which was signed into law on June 23, 1972. Use these new resources to teach your students more about this important legislation. View Resources

CAEP Accreditation Resources SHAPE America offers training and support to help educator preparation providers complete the process. Learn More

2022 "By You, For You" Webinar Series

New! Guidelines for Facilities, Equipment, Instructional Materials & Technology in K-12 Physical Education Physical educators can use SHAPE America’s latest guidance document to support program planning and the curriculum adoption process — and when working with administration to advocate for and address program needs. Read/Download Now

Save the Date

All webinars will be presented live on their release date, then available on demand the following day. Register and watch whenever your schedule allows!

Upcoming webinars: Building a Framework for SEL in PE: A Blueprint for Success May 19 — 5 p.m. ET

Include Students With Physical Disabilities?

Have the Right Attitude May 26 — 5 p.m. ET

A Decade of Promise: CSPAP Practices for PE and PA Professionals June 9 — 5 p.m. ET

PE for Students With Learning Disabilities: Adapting Your Program to Engage All Students June 16 — 5 p.m. ET

Enhance Learning With Active Learning Strategies July 14 — 5 p.m. ET

The Power of Play: PE as the Rx for an Epidemic Within the Pandemic August 11 — 5 p.m. ET

Teaching Social and Emotional Learning in the Health Classroom September 8 — 5 p.m. ET View All BYFY Webinars

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Stay Current With SHAPE America The SHAPE America YouTube channel includes exclusive HPE content, including these popular playlists: TOY Talk Tuesday: Each biweekly episode features tips from SHAPE America’s National and District Teachers of the Year.

Watch Now Unplugged: SHAPE America CEO Stephanie Morris interviews health and physical educators who are shaping the profession. Watch Now SHAPE America’s EDI Podcast explores a variety of topics relating to equity, diversity, and inclusion in health and physical education. Each episode features insightful interviews and discussion with invited guests.

Watch or Listen Now

The SHAPE America Blog shares insights, ideas and resources for the health and physical education community. Read Now

Call for Journal Submissions Two SHAPE America journals are currently accepting submissions of practical, how-to articles that focus on current and hot topics in the HPERD profession.

For our cornerstone publication, Journal of Physical Education, Recreation & Dance (JOPERD), we are seeking Health Tips and Technology Tips submissions as well as article submissions on teaching strategies, fitness, health, dance, assessment, teacher education, adapted physical education, and the use of technology. Learn More We are also accepting submissions for Strategies, our popular bimonthly journal which delivers practical ideas, how-to information, and tips for coaches and sport educators. Learn More

SHAPE AMERICA JOURNALS: Something for Everyone Membership to SHAPE America includes a subscription to the periodical of your choice:

• American Journal of Health Education (AJHE): Covers today’s health education and health promotion issues head on with timely, substantive, and thought-provoking articles.

• Journal of Physical Education, Recreation & Dance (JOPERD): Appeals to practitioners and academics alike and provides a variety of information on health, physical education, recreation, and dance issues.

• Strategies: This popular bimonthly journal delivers practical ideas, how-to information, and tips for sport and physical educators.

• Research Quarterly for Exercise and Sport (RQES): RQES publishes research in the art and science of human movement that contributes to the knowledge and development of theory.

Each digital issue includes one article that is open to all — no subscription required! View Journals

Spring 2022 • Momentum

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An Essential Guide for Coaches and Educators!

SHAPE America Members: Receive a 30% Discount with code SHAPEJBL Preorder today at go.jblearning.com/EveryAthlete

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