Weareexcitedtopublishourfirst issueandlookingforwardtohowwe cancontinuetoconnectandbuild withyouthroughthisjournal!
Editors’ Note
DearReaders,
We are excited to announce the return of the SHAPE PA Journal after a period of hiatus. Our team has worked diligently to bring this journal back, and we are eager to once again provide valuable insights, research, and discussions surrounding physical education, health, and wellness in Pennsylvania.
This renewed edition marks a fresh start, filled with engaging articles, innovativepractices,andexpertcontributions.Weappreciateyourpatience and support during our break, and look forward to reconnecting with our membersthroughthejournal.
Thank you for being a part of SHAPE PA, and we hope you enjoy this revitalizedissue!
Sincerely,
Drs.JenniferThorp&JenniferButz Editors,SHAPEPAJournal
LETTER PRESIDENT’S
I have had the honor and privilege of serving as the 2024 SHAPE PA President, and it has been an incredibly rewarding and humbling experience to be in this position of service held by many predecessors whom I admire and respect. I’d like to start by saying, “Thank you all,” for putting your trust in me to lead the organization through this crucial year in our existence. As I sit here and reflect on how the year went and evaluate what WE were able to get done for the colleagues I care so much about, I can’t help but think, “How the heck did I get here!?” How did I go from unfocused, undecided college kid to President of SHAPE PA!? The journey still boggles my mind and it's fun to sit back and reflect on it. So much of teaching (and life) is attempting things and learning from your experiences and I am here to tell you, I have learned A LOT!
At the beginning of the year, I introduced my presidential theme of “Build. Collaborate. Elevate. ” I have always believed that together, we are stronger and can work to move our organization and profession into the future in its best position. By volunteering yourself and your knowledge to colleagues and younger generations of teachers, we can ensure our profession and organization is always in good hands. This value was instilled in me by my professors during my time at West Chester University. The time is always now to build your connections, collaborate with your colleagues and elevate the next leaders to carry the torch. Throughout this year, I have tried my best to leave the organization in a better place than when I began my leadership role.
“I have always believed that together, we are stronger and can work to move our organization and profession into the future in its best position.”
LETTER PRESIDENT’S
As someone who is really hard on myself, I feel like things went well. You always feel like you could do more when you care so much. That being said, I’d like to strongly defer credit and say that collectively, “WE did a great job!” In what was probably the busiest, most tiring, and fulfilling year of my life, both personally and professionally (two kids under 4 will do that to you), I would like to share in the success with my colleagues. Everyone brings something positive and valuable to the table on a good team and works together toward a common goal. The team of the Executive Board, the Board of Directors, all of our committees, the conference planning team, local association leadership and the Health and Physical Education professionals from around the state have their fingerprints all over everything you see, making this SHAPE PA family function so successfully.
As we ramp up our final push towards our annual SHAPE PA conference, being held on November 7th and 8th at Spooky Nook Sports in Manheim, PA, our school years are kicking into high gear. As the calendar moves forward, my Presidential year is entering its final stretch, and there is no better way to put a bow on this incredible year of service than our annual gathering of some of the best and brightest professionals from around the state of Pennsylvania and beyond. This year, not only do we have some incredible presenters from our home state, but we also have been hard at work recruiting some of the top presenters from around the tri-state area to add a new and different energy to the mix.
These presenters include our SHAPE America President, Dr. Cara Grant, OMNIKIN US Coordinator, Scott Williams, NJAHPERD legend and world renowned presenter, Chip Candy, social media star and NYSAHPERD’s own, Tom Gelardi, SHAPE Maryland Board member and 2023 SHAPE America Health Education teacher of the year, Melissa Quigley, and Suffolk Zone NYSAHPERD Executive board member and sought-after national presenter, Beth Bolger. Also, in collaboration with Virginia AHPERD, we will be bringing in, all the way from the UK, Ben Holden, an internationally known presenter and author of the book “Wanna Teach PE?” The amount of talent and energy that will be at this year's conference is going to be off the charts! Our state always brings it, but our team's goal is to take things to a new level this year with increased value to the needs of HPE teachers in all areas and levels. There is no more perfect way to cap off my Presidential year than by offering SHAPE PA membership a valuable opportunity for professional growth.
LETTER PRESIDENT’S
My final thoughts are these - our profession is full of valuable, passionate and irreplaceable people who make a difference in students' lives EVERY SINGLE DAY! In the gymnasium, in the classroom, on the fields/courts, before school and after school; we change lives daily as part of our job description. Be vocal and proud of your program and always advocate for yourself as a professional. Hold yourselves to the highest standards at all times and be so involved in your school and community that they truly couldn’t even imagine not having you there
Respectfully,
Andrew Silverman 2024 SHAPE PA President
PS: Thank you Kel and Irene for nudging me at Seven Springs to throw my name in the hat :)
With that being said, there is nothing more I would love to see than everyone attending our conference in November! Long time members, new members, college/university students, retirees, I want em’ all! Bring your administrators, bring your spouses and let's make this event a party to celebrate the incredible professionals we have in this state. I hope to see you there. Please say hello, give me a high five, and let’s mutually agree that WE ROCK!
2024 SHAPE PA State Conference
Join us for our annual State Conference on November 7-8, 2024 at Spooky Nook Sports in Manheim, PA! We have TWO full days with over 70 sessions planned! Scan the QR Code to register or visit our website for all conference-related information.
here to Register
SHAPE PA'S YEAR IN REVIEW:
CELEBRATING A YEAR OF GROWTH AND IMPACT
Dawn Bugajski Brahler - SHAPE PA Executive Director
As we reflect on the past year, SHAPE PA has much to celebrate! Our commitment to promoting health and physical education has driven us to innovate, collaborate, and make significant strides in enhancing the quality of health and physical education across the state From new initiatives to successful events, SHAPE PA has continued to champion the cause of health and physical education for all
EXPANDING PROFESSIONAL DEVELOPMENT OPPORTUNITIES
One of the highlights of this past year has been our focus on expanding professional development opportunities for educators Recognizing the importance of ongoing education and training, SHAPE PA hosted a series of workshops and webinars throughout the year. In February, we held a Town Hall to engage with our community, followed by an AI webinar in March that explored the implications of artificial intelligence in health and physical education. We also offered two webinars specifically for Future Professionals, one of which was Health/Physical Education Interviews and Tips, providing valuable guidance for those entering the field The second webinar, entitled “How Not to Get Fired” , offered valuable do's and don'ts for a first or second year teacher from an HR perspective, providing essential tips to help you navigate workplace challenges and maintain positive administrative coworker and student relationships. These sessions, led by experts in health and physical education, provided valuable insights into the latest teaching strategies, curriculum development, and student engagement techniques. The response from our members was overwhelmingly positive, demonstrating a strong desire for continuous learning and professional growth
INTRODUCING NEW AWARDS TO RECOGNIZE EXCELLENCE
This year, SHAPE PA is introducing two new awards at our annual Awards Ceremony: the Excellence in Teaching Health or Physical Education Award and the Innovation in Health or Physical Education Award These awards were created to recognize outstanding newer educators (three to seven years in their teaching career) and programs that have made significant contributions to the field. By celebrating excellence and innovation, SHAPE PA aims to inspire all educators to strive for greatness and to continue improving their practice. The awards ceremony at the annual conference is a wonderful opportunity to highlight these achievements and share best practices with our community.
SHAPE PA'S YEAR IN REVIEW: (CONTINUED)
ENHANCING MEMBER ENGAGEMENT AND COMMUNICATION
At SHAPE PA, we believe in the power of community. Over the past year, we have made a concerted effort to enhance member engagement and communication. We switched to an improved membership management platform and launched a new website to streamline access to resources and improve the user experience Through a revamped website, more frequent newsletters, and an active social media presence, we kept our members informed about the latest news, events, and resources. We also launched a new member portal, making it easier for members to access valuable resources and connect with one another. These efforts have strengthened our community and fostered a sense of belonging among our members.
STRENGTHENING ADVOCACY EFFORTS
Advocacy has been at the forefront of SHAPE PA's agenda this year. We worked diligently to advocate for policies that support quality health and physical education programs in schools across Pennsylvania. Through our efforts, we successfully partnered with several stakeholders, including policymakers, school administrators, and community leaders, to promote the importance of comprehensive health and physical education In addition, we launched a petition on Change org that garnered over 2,000 signatures, which played a significant role in tabling SB 454. Our advocacy work has helped to ensure these programs receive the recognition and funding they deserve, ultimately benefiting students across the state.
LAUNCHING THE QUALITY HPE PROGRAM ASSESSMENT TOOL
In response to the evolving needs of health and physical education professionals, SHAPE PA developed and launched the Quality HPE Program Assessment Tool. This innovative checklist allows educators to evaluate their programs against established standards, identify areas for improvement, and celebrate successes To encourage participation, SHAPE PA is offering incentives, including the chance to win a $100 US Games voucher for completing the assessment with their school principals The tool has been widely adopted and praised for its practicality and effectiveness.
LOOKING AHEAD
As we look forward to the coming year, SHAPE PA remains committed to advancing for health and physical education. We will continue to provide high-quality professional development, advocate for supportive policies, and foster a strong community of educators. We are excited about the opportunities ahead and look forward to building on our successes. This past year has been one of growth and achievement for SHAPE PA. Through our collective efforts, we made a significant impact on the health and physical education landscape in Pennsylvania We are grateful to our members, partners, and supporters for their dedication and passion Together, we will continue to promote health and wellness for all students in Pennsylvania.
Join us for Happy Hour at the conference on Thursday, November 7th from 5:306:30pm before the awards celebration begins. Hors d'oeuvres will be provided. Cash bar is available for drinks.
Our 2024 Awards Celebration kicks off with the Linda Woods Huber (LWH) Appreciation Awards @ 6:30pm.
Immediately following the LWH Appreciation Awards will be the SHAPE PA Awards Celebration. We will recognize and honor our 2024 Award Winners. Tickets for the Awards Celebration are $25 each and include your meal (various food stations will be available for you to enjoy). Tickets can be purchased with conference registration or separately here.
STUDENT PERCEPTIONS OF MINDFULNESS ACTIVITIES
ON ACADEMIC STRESS IMPLEMENTED IN A SECONDARY HEALTH COURSE
Elizabeth Dlugolecki, Ed.D. , Bridget Asempapa, Ph.D., LSC, NCC, & Kelly Mauricio
Abstract
Background: Academic stress can be debilitating for any age, but significantly for adolescents. Mindfulness techniques mitigate stress by encouraging individuals to cultivate present-moment awareness, enabling them to observe and recognize their thoughts and emotions without criticism, thereby cultivating a state of tranquility. With recent increases in stress related to the global pandemic, it is imperative to understand the influence of mindfulness exercises on students’ academic stress.
Purpose: In this study, we incorporate four simple and easy-to-understand mindfulness strategies that can be implemented by health teachers into a high school stress management curriculum, examining their influence on students' academic stress.
Methodology: Twenty high school students were introduced to one mindfulness exercise (exercises included guided meditation, coloring and drawing, yoga, and clay molding) each week for a duration of 4 weeks. The data collected included weekly student reflections, pre- and post-student surveys, and study artifacts. Responses were analyzed to identify the influences on stress and preferences for participation. Findings/Conclusion: The participants feedback showed that engagement in mindful activities can be effective for stress reduction. The most preferred mindfulness interventions were guided meditation followed by clay molding, coloring, and yoga.
Keywords: academic stress, high school students, mindfulness
While not all stressors come from high school, over the past few years, it has been obvious that students are overworked and stressed. With so many opportunities tailored to students' specific interests and needs, the sheer amount of time spent on academics can become overwhelming. Students are trying to build attractive resumes, aiming to list as many extracurricular activities as possible and jampacking their schedules with advanced courses, clubs, and internships. Academic stress is a major contributing factor in students becoming burnt out before they reach graduation (Subramani & Kadhiravan, 2017). Overworking leads to
burnout, and burnout at such an early age is unhealthy (Schraml et al., 2011). This current study was developed to help foster awareness in students and encourage the use of self-help skill sets. Previous literature has shown positive effects of mindfulness as an example of awareness (Lawlor, 2016). In a world that requires students to function at a high academic caliber, while hardly considering the effects of the stress factors, we have an obligation to empower students with such self-help skills. Therefore, equipping students with mindfulness activity options, within a health course, to help reduce their academic stress is the driving force behind this research project.
In a world that requires students to function at a high academic caliber, while hardly considering the effects of the stress factors, we have an obligation to empower students with such self-help skills.
Mindfulness is “the practice of being consciously aware of the present moment,” and the integration of mindfulness can provide “reductions in stress” for students (Burke & Hawkins, 2012, p. 37). Through mindfulness practices, individuals develop the ability to observe their inner experiences without judgment, allowing for a deeper understanding of their mental and emotional states. This heightened self-awareness enables individuals to recognize patterns of reactivity or impulsivity and respond to challenging situations with greater composure and clarity. By learning to anchor their attention in the present moment, individuals can effectively manage stress and anxiety, preventing them from escalating into overwhelming emotions. Moreover, mindfulness practices foster improved focus and concentration, enabling individuals to prioritize tasks, make better decisions, and sustain productivity. Overall, the regular practice of mindfulness strategies empowers individuals to navigate life's challenges with resilience, ultimately leading to enhanced self-management and well-being.
It is important to correctly integrate mindfulness techniques into the classroom or one’s own life to see actual results. From guided meditations to yoga, each technique can work differently for various types of audiences. For example, Rose & Lomas (2020) report that coloring is found to decrease physiological markers of anxiety, typically heart rate (HR). Furthermore, Baranski & Was (2019) suggest integrating mindfulness coloring into the academic curriculum promotes academic achievement. Another example noted by Harvard Health’s (2015) article, “Relaxation techniques: Breath control helps quell errant stress response,” is guided breathing exercises. There is a plethora of mindfulness techniques available for all ages and types of people; some are easy to understand, and others are more complex. The integration of the mindfulness techniques is important in the success of the practice.
The regular practice of mindfulness strategies empowers individuals to navigate life's challenges with resilience, ultimately leading to enhanced self-management and well-being.
This study will examine the role which “mindfulness activities” within a health course play in reducing stress in high school students. The specific research questions are as follows: What are students' perceptions of the impact of mindfulness exercises on their academic stress levels? How do students describe their experiences of engaging in mindfulness activities in a stress management class?
Materials and Methods
Design
This is a mixed methods research study which combines qualitative and quantitative data collection and analysis methods which examine the preferences and personal feelings of 20 high-school students who engaged in a stress management class exposing them to four different strategies of wellness. The participants were recruited using a purposeful sampling method in a stress management class in a high school located in the Northeastern part of the United States. The study’s objectives were explained to the students in the class with written informed consent and assent forms sent home with the students for signatures. While 24 students were in the class, 20 consented to participating in the study. The 20 participants were within the age range of 16 to 18 years old with diverse ability levels (see Figure 1 for the demographic information). The study was approved by a University Institutional Review Board, with permission granted by the high school administrators.
Data collection was conducted anonymously, and there was no video or audio recording at any time. Each student was randomly assigned a digitnumber code that they were to use in response to all pre-surveys, postsurveys, and weekly reflections collected. All students in the class took part in the lessons, mindfulness techniques, surveys, and weekly reflections. However, data for students who opted out of the study were eliminated prior to data analysis. The equipment utilized for student participation in the mindfulness activities was previously purchased by the school district’s health and physical education budget. This equipment included: yoga mats, clay, color pencils, crayons, book with a variety of templates for coloring, and a yearly membership to the Peloton app for access to guided meditation.
Over the course of four weeks, the following process was used for data collection and weekly interventions. First, participants completed the 3 question pre-survey regarding the use of mindfulness exercises to reduce academic stress. Then, four different mindfulness activities were introduced to the students by their health teacher (first author) each week (5 days) for a duration of 25-30 minutes per day. The four mindfulness activities were in the order of guided mediation, coloring and drawing, yoga, and clay molding. These specific activities were selected by the authors for their ease of understanding and implementation, accessibility to required equipment, and suitability for classroom settings.
At the end of each week, for each intervention, students completed an anonymous three-question reflection regarding their thoughts about the past week's mindfulness exercise in relation to academic stress, their intention to use that specific intervention in the future, and any other mindfulness activities they engaged in independently using their four-digit code numbers as identifiers. Lastly, after the 4-week intervention period, students completed the three question post-survey form. The pre- and post-surveys consisted of the same questions regarding students' use of mindfulness exercises.
Analytical Strategy
The researchers engaged in the data analysis by manually coding the pre/post data as well as the weekly reflection data for themes. A comparison was completed with the pre-/post-survey responses to examine if there were any changes to students' perceived academic stress. Through the thematic analysis, we were able to determine which interventions the students enjoyed more or preferred less. To ensure reliability, each person conducted an independent analysis and then conferred on the findings.
Results
The results from the pre/post surveys indicate that the participants reported improvement in their knowledge and skills to manage their academic stress. Specifically, students were asked to respond Yes/Sometimes/No to the question “Do you feel you have the knowledge and skills to manage your academic stress?” The pre-survey data showed 1 participant responded “No” (5 %), 7 responded “Yes” (35%), 10 responded “Sometimes” (50%), and 2 (10%) did not respond. The post-survey indicated improvement in the data, with 17 participants responding “Yes” (85%), 3 “Sometimes” (15%), and 0 “No.” Between the pre and post data, there was a 50% increase for “Yes” responses, 35% decrease for “Sometimes” responses, and a 5% decrease for “No” response (see Figure 2).
After each week’s intervention, students were asked to reflect on their feelings and thoughts related to each intervention introduced in the class. Figure 3 illustrates the number of students that found the four mindfulness techniques to be beneficial to their academic stress. The most popular technique was guided meditation; 20 out of 20 students who participated in the study found guided meditation beneficial in relation to academic stress. Guided meditation consisted of relaxing sounds being played while a voice narrated the relaxation strategy. The second intervention that garnered support from approximately 90% of the students was clay molding. Clay is used for building and sculpting. Eighteen out of 20 students who participated in this study found clay molding to be helpful in reducing academic stress. The third most popular technique from the interventions was the mindfulness coloring pages and drawing; 15 out of 20 or 75% of students who participated in the study found mindful coloring and drawing beneficial in relation to academic stress. The fourth intervention that garnered support from approximately 60% of the students was yoga. Yoga is a type of exercise in which participants move their bodies into various positions to become more fit or flexible by stretching their muscles and increasing their range of motion at the joints. Twelve out of 20 or 60% of the students found yoga beneficial to academic stress.
Conclusion
The results of this mixed methods study, revealed through statistical analysis, indicated that guided meditation was the most preferred mindfulness intervention out of four, followed by clay molding, coloring, and yoga. Qualitative responses from participants yielded themes describing the students' deep experiences and feelings about the interventions, leading to the conclusion that mindfulness activities remain a beneficial intervention for fostering awareness and allowing the opportunity for use of self-help skill sets to and reducing academic and other life stresses. Implementing students' preferred mindfulness activities in schools enhances engagement and participation by tailoring interventions to their needs and preferences. This personalized approach cultivates a supportive environment where students feel valued, promoting active participation in stress relief initiatives. In summary, as educators and health professionals seek opportunities to mitigate academic stress among youth, incorporating mindfulness activities into the curriculum can yield successful outcomes.
References
Baranski, M. F. S., & Was, C. A. (2019). Can mindfulness meditation improve shortterm and long-term academic achievement in a higher-education course? College Teaching, 67(3), 188–195. https://doi.org/10.1080/87567555.2019.1594150
Burke, A., & Hawkins, K. (2012). Mindfulness in education: Wellness from the inside out.
Encounter: Education for Meaning and Social Justice, 25(4), 36-40. http://ojs.greatideas.org/index.php/ENC/article/view/923/1023
Lawlor, M. S. (2016). Mindfulness and social emotional learning (SEL): A conceptual framework. Handbook of mindfulness in education: Integrating theory and research into practice, 65-80. http://dx.doi.org/10.1007/978-1-4939-3506-2_5
Rose, S., & Lomas, M. (2020). The potential of a mindfulness‐based coloring intervention to reduce test anxiety in adolescents. Mind, Brain, and Education, 14(4), 335-340. https://doi.org/10.1111/mbe.12255
Schraml, K., Perski, A., Grossi, G., & Simonsson-Sarnecki, M. (2011). Stress symptoms among adolescents: The role of subjective psychosocial conditions, lifestyle, and self-esteem. Journal of Adolescence, 34(5), 987-996. https://doi.org/10.1016/j.adolescence.2010.11.010
Subramani, C., & Kadhiravan, S. (2017). Academic stress and mental health among high school students. Indian Journal of Applied Research, 7(5), 404-406. https://doi.org/10.36106/ijar
Author Information:
Elizabeth Dlugolecki, Ed.D. (Principle Investigator)
Assistant Professor Department of Secondary Education and K-12 Health and Physical Education West Chester University of Pennsylvania edlugolecki@wcupa.edu
Bridget Asempapa, Ph.D., LSC, NCC
Associate Professor Department of Counselor Education
West Chester University of Pennsylvania basempapa@wcupa.edu
Kelly Mauricio Student at West Chester University Department of Secondary Education and K-12 Health and Physical Education West Chester University of Pennsylvania Kellymauricio42@gmail.com
QUICK ACTIVITIES TO GENERATE CONVERSATION IN HEALTH CLASS
TODD CORABI
Many teachers and schools provide instant activities as students walk into the classroom to get them immediately focused and engaged on the day’s topic. Some teachers call this a warmup, others call it pre-class. Many middle schools refer to this as a “do now”. At the Arts Academy at Benjamin Rush, a special admittance comprehensive high school in the school district of Philadelphia, I refer to this as the “as you enter” which is short for “as you enter the classroom”, this is what you need to start doing.
My department partner and I use this phrase for instant activities in both Health and Physical Education. Below, the first of what will be an ongoing series of examples that you can use right away for Health Education in grades 7 through 12. Many can be used in younger grades if you adapt the content and most can be used with other topics as well.
ACTIVITY: RISK OF ALCOHOL USE
I got this activity from another teacher presenting at our yearly convention about 10 years ago and adapted it to make it more active.
Objective:
SWBAT evaluate various risks associated with alcohol in order to (IOT) determine safer decisionmaking
NEW National Standards:
Standard 5: Use a Decision Making process to support health and well-being of self and others.
Standard 7: Demonstrate practices and behaviors to support the health and well-being of self and others.
Standard 8: Advocate to promote health and wellbeing of self and others.
As you Enter (Each small group) take a set of laminated “risk factors” associated with alcohol.
Some of the risks are directly related to a person consuming alcohol, while others are associated with your friends consuming alcohol, even if you are not. Discuss with your group each risk, decide together why it is a risk, then rank them from least risky to most risky.
Alternative- Each student gets a laminated risk factor. Same as above but they stand in order from least risky to most risky.
Additional Directions
The students should be engaged in conversation. If they need a little encouragement, suggest they group them into 2 categories (a little risky and very risky) then rank each of them.
After each small group is finished, a small group reporter tells the teacher what their least risky activity was and why (why it’s a risk in the first place and why it was their least risky). Repeat for the most risky once it goes around the room.
If the students are lined up, simply report out the risks in their order and ask the class to interrupt you if they feel a risk needs to be moved up or down this symbolic “time line of risk” .
Follow up and further the lesson:
Some of the risks will automatically bring about other topics such as the local laws concerning alcohol use, decision-making while under the influence of alcohol, driving safety, the role of alcohol in violence including peer-associated violence or intimate partner dating violence, and consent.
If the teacher’s main goal for this class period is to generate the discussion, they can guide the conversation but keep it focused. OR, the teacher can immediately ask the students to decide on an alternative that would limit the risk or eliminate the risk entirely.
Todd Corabi tcorabi@philasd.org
ADVOCACY UPDATE
BEV MARTIN - Advocacy Chair
State Senate Bill 454- Here is a brief history of SB 454, which would allow a student to satisfy the physical education requirements by participation in interscholastic athletics:
Introduced Senator Dush and referred to the Senate Education Committee- 3/14/23.
Brought up in committee, amended, and passed- 1st consideration by full Senate3/19/24.
Laid on table- 5/8/24.
The following support was given to oppose SB 454:
PIAA sent letter to the chair of the Senate Education Committee Chair, Senator Argall.
PSEA sent Legislative Position to all State Senators.
PDE HPE Content Advisor informs Intermediate Units and shares online petition.
SHAPE PA members, HPE professionals, Federation of Teachers, and stakeholders sign and share updated online petition started on 3/23/24, and call their State Senator. Over 2,000 signatures were collected by 4/18/24. THANK YOU!!
**SHAPE PA Advocacy Committee will continue to monitor the status of this bill.**
Public Comment for Reviewin Safety, & Physical Education Acad
Various SHAPE PA members have a of Education Meeting to provide pu Academic Standards/Chapter 4 Co that they review the Health, S Education standards. The committ completing the process of finaliz Family & Consumer Sciences, Ca Literacy standards. So, they have no standards for review yet.
ADVOCACY UPDATE (CONTINUED)
Certification Update- Language in the Certification and Staffing Policy Guidelines (CSPG #47) for Health Education PK-12 and Health and Physical Education PK-12 has been updated by PDE in the following way: human sexuality changed to healthy relationships/sexual health. nutrition changed to healthy eating. lifetime leisure skills changed to lifetime wellness activities. dance changed to dance fundamentals. adaptive physical education changed to adapted physical education. added- movement concepts and performance; cooperation skills added to restrictions- “An educator with a PK-12 Dance certification is not qualified to conduct or direct classes in physical education.” clarifying certification requirements for swimming/aquatics instructors
New Evaluation ToolQuality Health and Physical Education Program Evaluation
Checklist- Participants who share their checklist results with SHAPE PA will have the opportunity gift to enter a lottery drawing for a $100 US Games gift certificate.
Get Involved with SHAPE PA
SHAPE PA has many ways to stay involved. Whether you are interested in serving at the local county level, joining a committee, applying for the Board of Directors, or serving as the president, we have a place for you!
Click Here to Get Involved and Apply Today!
CERTIFICATION IN THE SCHOOL
Ambreelinn Birth
Take a moment and think of the number of times within a school year that your district had a student or staff member who needed immediate assistance with an injury or illness. This could be something as simple as a nosebleed or as serious as a student or staff member collapsing for unknown reasons. The more people who are certified within the district and at each building only enhances the safety of all who are on campus. The benefits of students and staff learning and certifying in First Aid / CPR / AED are immeasurable.
The 2023-2024 school year was the first that this course was introduced to the district. It was offered as a full semester course and each unit was approximately two weeks with the exception of hands-on practice units, which was three weeks. This additional week was needed to ensure every student had ample practice time. The practice time during the semester made the skills assessment portion of certifications easier for the students. The table on this page provides the breakdown of the different units covered in the semester.
Full Semester Course
18 Students Grades 11 and 12
Unit 1 – Reviewed all body systems
Unit 2 – Personal Safety and Injury Prevention
Unit 3 – First Aid
Unit 4 – Drug Overdose
Unit 5 – Environmental Emergencies
Unit 6 – CPR and AED (adult / child / infant)
Full-day certifications (1 instructor: 6 students) – 3 days
Students needing a career pathway for a graduation requirement without taking the full semester course (6 students) – 1 day
This semester, the students were posed with an essay prompt of why it is important to learn and receive a First Aid / CPR / AED Certification. The students used a specific article published by the American Heart Association to analyze the data and express the understanding of importance. One student wrote:
… health issues increase the chance of being in a health-related situation that results in the need for CPR. Obesity factors into many health issues that may end in cardiac arrest. Obesity is very prevalent in US citizens with 19.8% of 2–19-yearolds and 41.4% of adults over the age of 20 being obese. For every 5kg per square m increase in body mass index there is a 15% increased risk for CHD, 23% increased risk for atrial fibrillation, 41% increased risk for HF, and 49% increased risk for hypertension. These medical conditions could be the reason someone needs medical attention such as CPR. Due to how common they are, anyone could be in the presence of someone needing immediate medical attention seemingly out of nowhere.
The students knew that these skills were important. However, after seeing the data collected, they really understood the significance of learning the correct mechanics for administering CPR. They were able to make the direct correlation between trends in our society and the increasing need for first responders. Another student, wrote,
“With all these diseases and bad behaviors, the rate of our out-ofhospital CPR has increased and 40.2% of those are administered by bystanders and regular citizens. ”
In addition, the district has found it necessary that as many faculty and staff as possible keep an up-to-date certification. These trainings will take place on in-service days for teachers and other days for event staff. Essentially, there are incidents with students that occur throughout the school year and all staff should be trained to provide adequate First Aid or CPR/AED. Also, there have been circumstances in the past that led to spectators in need of immediate assistance at sporting events. Therefore, the district is becoming more proactive to have as many teachers, administrators and event staff as possible obtain their certification and keep it up-to-date. All of these actions will only enhance the safety of those who are on our campus from every day students and staff to event participants and spectators.
I would be lying if I did not say that, at first, I felt a little overwhelmed and nervous about taking on this responsibility. I am honored, however, to be the teacher who my district has entrusted to take on the role as the district’s First Aid / CPR / AED instructor. It has been a great first year certifying students, and I am excited to keep certifying as many students and staff as possible each year.
The table below provides an outline and description of the steps to take to get a certification course started within your district. As stated above, our district has done a full semester course and is transitioning to certification days throughout the year to increase the number of students receiving the training and meeting a career pathway as a graduation requirement.
Steps 1 and 2: Get approval from administration / Board approval to count as Industry-based pathway
My situation was different than what is commonly seen within districts for adding new courses. The administration came to me and asked if I would take on the role of being the district’s First Aid / CPR / AED instructor. The administrative team and school board decided that students who needed a career pathway to graduate will receive an Industry-based pathway if they become certified in First Aid / CPR / AED. However, I am sure that the conversation would initially begin with students and teachers. There are students who took the course just because they knew it would be beneficial for them and realized the importance of the skills. Teachers can gauge interest from the students to ensure they have enough to fill the class or make it worthwhile for the district. Furthermore, the teacher could emphasize the importance of other teachers knowing the skills in the event that a student or other teacher needs immediate assistance.
Step 3: Complete First Aid / CPR / AED Certification
Prior to becoming an instructor, one must possess a current First Aid / CPR / AED Certification. I completed my certification through the American Heart Association. I have kept my certification active since 2010 and it was really beneficial to get a refresher directly before going to complete my Instructor Certification.
Step 4: Complete First Aid/CPR/AED
Instructor Certification
I completed this through American Heart Association which took a few more hours than a responder certification course. Prior to the inperson setting, I had to complete online training and testing to ensure competency. Throughout the inperson course, I learned how to assess the skills and walk the students through their guidelines. After completing the course, each instructor has to be monitored and assessed while teaching before he/she can align through the American Heart Association for instructor recognition. The instructor certification follows the same renewal timeline as the standard responder certification and must be completed every two years.
Step 5: Budget for Necessary Items
The cost of instructor training and certification was $230 through the American Heart Association. If someone needs to renew their First Aid/CPR/AED responder certification, the cost is $75.00 through the American Heart Association. (Note: these prices were as of June 2023.) Depending on what all the school district will cover, instructors will need to budget for manikins (adult, child, and infant), face shields, and payment of the ecards. American Heart Association no longer supplies hardcopy cards and each student will be emailed an ecard to print on their own. My district covers the cost of everything including ecards.
I find it necessary for students, faculty, and other staff be certified and competent in the skills needed to save their life or the life of another individual. In hindsight, I wish I would have started this earlier now that I have completed my first year of student certifications. Advocating for students to take a First Aid / CPR / AED course or a minimum of a oneday certification is something I plan to continue to do in the future.
Ambreelinne Birth
abirth@bloomsd.k12.pa.us
Health and Physical Education Teacher
South Williamsport Area School District
South Williamsport, PA
Fundraising Incentives
SHAPE PA and SHAPE America are excited to launch our fundraising campaign and invite you to participate! This is a fantastic opportunity to support our State Association while earning some amazing rewards. Here’s how you can get involved - by raising funds and earning incentives from SHAPE PA at various levels:
Tier 1: $1,000 Raised
Incentive: Free SHAPE PA T-Shirt and raffle for $50 Gift card
Tier 2: $5,000+ Raised
Incentive: Free SHAPE PA T-Shirt and raffle for $75 Gift card
Tier 3: $10,000+ Raised
Incentive: Free SHAPE PA Membership and raffle for $100 Gift card
Tier 4: $20,000+ Raised
Incentive: Free SHAPE PA membership and free 2-day conference registration (value $200)
Your participation will make a significant impact, and we greatly appreciate your support. Let’s work together to achieve our fundraising goals and enjoy these fantastic rewards! Click here for more information.
PAST PRESIDENT FINAL MESSAGE
As I step down from my role, I also find myself reflecting on the remarkable journey we’ve had over the past three years. It has been an honor and a privilege to lead our organization during such a transformative period in our profession.
Our mission to promote and enhance health and physical education across the state of Pennsylvania has never been more crucial. I’m particularly proud of the initiatives we have undertaken. The introduction of new educational resources, re-establishing our committees, and expanding our future professionals have set a new standard in how we approach health and physical education.
I would like to extend my heartfelt gratitude to each and every one of you. To the Executive Board, I am proud of the leaps and bounds we made and look forward to how you continue to SHAPE PA. To the board members, your guidance and commitment have been invaluable. To our members, you are the backbone of our organization, and I would like to thank you for choosing us as we enjoy bringing you opportunities for programming and teaching enhancement. And to all our partners and supporters, your belief in our mission has been a constant source of motivation.
As I transition off the Executive Board and Board of Directors, I am honored to be forever entitled Past President. I am filled with optimism for the future. The foundation we’ve built together will continue to support and advance the field of health and physical education. I am excited to see how the new leadership will build upon our successes and drive further innovation.
Thank you once again for your unwavering support and dedication. It has been a pleasure serving you, and I look forward to continuing our work together in new capacities.
Dr. Jennifer Thorp Lock Haven University
2024 CONFERENCE SCHEDULE
Thursday
Friday
Chance Condran PRESIDENT ELECT WELCOME MESSAGE
Shaping a Brighter Future: A Vision for Leadership in 2025
As I step into my role as President for 2025, my overarching theme
Shaping a Brighter Future—reflects a commitment to enhancing member benefits and engagement, creating greater value for our members while fostering an inclusive environment that attracts and develops new leaders. By focusing on both individual growth and collective advancement, I aim to ensure a dynamic, sustainable future for our organization.
Goals and Initiatives for 2025
Expanding Professional Development Opportunities
Professional development (PD) is a cornerstone of member value. While the annual conference remains a flagship event, expanding our PD offerings to include additional face-to-face and virtual options is essential.
Member Wellness Initiatives
Recognizing the importance of self-care, my goal is to launch a member-only wellness program in the fall and spring. These programs will provide members with opportunities to focus on their well-being beyond the professional realm. This initiative also serves as an additional benefit, enriching the membership experience outside of traditional professional development.
Resource Development for Educators
To support our members in their day-to-day professional lives, I am committed to developing lesson plans and activity sheets for both elementary and secondary levels, all packaged in an accessible SHAPE PA template. These free resources would be available exclusively to our members, reflecting the thirdhighest need identified in our recent SHAPE PA survey. This initiative aims to provide members with practical, ready-to-use tools and responds to the growing demand for teaching resources.
Communication and Engagement
Effective communication is key to fostering engagement and community. Building on the success of our increased communication this past year, I plan to institute a monthly newsletter that keeps members informed and connected. Additionally, a member spotlight section will celebrate the contributions of individual members, deepening the sense of community. This initiative also addresses feedback from our survey and town hall meeting, where regular communication was identified as a crucial need.
Social media remains a powerful tool for engagement, and we will continue leveraging it to maintain member interaction, share updates, and promote our initiatives.
Sustainability and Fundraising
The sustainability of our programs and services depends on effective fundraising. A strong push for the Health. Moves. Minds. initiative represents an opportunity to replace funding lost when the annual “Jump Rope for Heart” campaign was discontinued. This initiative, along with future fundraising efforts will allow us to continue offering affordable programs and services.
Empowering the Board of Directors
The involvement and decision-making of the Board of Directors are crucial to our success. I am dedicated to increasing opportunities for board members to actively engage in shaping the organization's direction, ensuring their expertise and leadership are harnessed to advance our goals.
Bridging the Gap: Mentorship for New Professionals
One of the key components of shaping a sustainable future is ensuring that new professionals receive the support they need. Establishing a mentorship program will bridge the gap between future professionals and the challenges of the real world. This program will help build strong relationships, keeping new teachers engaged with SHAPE PA and fostering long-term connections within the profession.
Elevating New Leaders
Finally, my presidency will be dedicated to elevating emerging leaders. By creating platforms for new voices to shine, we ensure that our organization remains dynamic and forward-thinking. These leaders will carry our mission forward, helping to shape a brighter, more inclusive future for all members.
Conclusion
My vision for 2025 is rooted in enhancing the value we offer to our members and fostering an inclusive, dynamic community. By expanding professional development, supporting wellness, developing valuable resources, and increasing engagement, we can shape a brighter future together. Through strong leadership, mentorship, and sustainable practices, we will ensure that SHAPE PA thrives for years to come.
We're thrilled to announce that the 2025 State Conference will be held at an exciting new location! Mark your calendars for November 13-14, 2025, as we take over the Blair County Convention Center in Altoona, Pennsylvania. With the entire facility reserved just for us, we’re confident you’ll love everything this venue has to offer. Stay tuned— there’s much more to come in 2025!
Thank you to our 2025 Conference Planning Team:
Nicole McCoy
Brianna McCabe Kennedy
Deb Lawlor
Alenna Condran
Dawn Brahler
Chance Condran
Andrew Silverman
2024 SPONSORS
Comprehensive School Physical Activity Programs (CSPAP)
Community of Practice (CoP)
Earn up to 7 hours of FREE Act 48 credits!
What: The CSPAP CoP is a network of professionals committed to enhancing physical activity and wellness in Pennsylvania schools. The CoP will consist of professional development and technical assistance on the five components of CSPAP.
Who: Teachers, school nurses, administrators, other school staff and parents interested in learning more about how implementing a CSPAP can benefit student health and directly impact a school and the community.
When: Monthly, virtual workshops during the 2024-2025 school year. The one-hour workshops will be offered on different days and times to be flexible for school professionals’ schedules. Choose to attend the sessions that fit your schedule!
How: Click here to view the schedule of professional development topics and to register for the monthly PD workshops.
Some of the planned workshop topics include:
· School Health Index & Wellness Committees
· Active Travel to Schools
· Physical Education Curriculum Analysis Tool (PECAT)
· How to Be the Physical Activity Leader You Wish You Had in School
Questions or problems registering? Contact Hannah at hannah.holl@sru.edu
This training is supported by the Cooperative Agreement Number NU58DP007322 funded by the National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health and the Preventive Health and Health Services Block Grant from Centers for Disease Control and Prevention provided through the Pennsylvania Department of Health. The contents are solely the responsibility of the author(s) and do not necessarily represent the official views of the Centers for Disease Control and Prevention or the Department of Health and Human Services
