Evidence and standards-based foundation of Fitness for Life

The K-12 Fitness for Life program was developed by a team of health-related fitness experts, led by Dr. Charles Corbin, and is based on a solid foundation of research evidence as well as on national and state standards for physical education. In addition the program is designed to comply with national nutrition⁽¹⁵⁾, physical activity⁽⁷⁾, and wellness⁽¹¹⁾ guidelines. The physical education component was designed to meet the criteria for a “quality physical education program”⁽¹²⁾ that focuses on opportunities to learn, meaningful content, appropriate instruction, and sound program assessment. The program was also field tested for difficulty, developmental appropriateness, and teacher ease of use. In addition, the entire K-12 Fitness for Life program has been carefully articulated and follows a pedagogically sound scope and sequence (see Also of Interest, above right).

The high school curriculum was developed first, following the design-down approach. The long-term objective of Fitness for Life is to prepare and motivate students take self-responsibility to be healthy and active for a lifetime. Unfortunately the health benefits gained by being active as children and adolescents are lost if one does not maintain a healthy and active lifestyle as an adult. Therefore it is vital that physical education provides sustainable skills and motivation for a lifetime, and thus Dr. Corbin created his iconic “Stairway to Lifetime Fitness” model to serve as an overarching guide to program development.

Conceptual programs at the college level based on the “Stairway to Lifetime Fitness” model have been studied and found to be effective^{(1, 2, 4, 6, 13, 14)}. One of the most successful college level conceptual physical education programs was developed by Dr. Corbin and his co-author Ruth Lindsey. Subsequently they used the “Stairway to Lifetime Fitness” and lessons learned from writing their college-level program as a guide, and after extensive research and field-testing, they created the high school conceptual-based program. This program, eventually titled Fitness for Life, earned a Texty Award for textbook excellence by the Text and Academic Authors Association.

Several studies have been published that provide evidence of the effectiveness of high school conceptual physical education^{(8, 9, 16)}. (See Also of Interest.) The research shows that high school students who take a class that teaches the facts about fitness and physical activity and that teaches students how to use self-management skills to implement healthy lifestyles into their daily routine are less likely to be sedentary later in life. The studies show that high school physical education that teaches students how to be fit and active (such as Fitness for Life) reduces sedentary living after graduation, especially among girls.

The first edition of Fitness for Life was written in 1979, prior to the development of national physical education standards. Therefore the authors consulted with teachers and experts in the field to develop program objectives that were appropriate for students in grades 9 through 12. These objectives served as a model for many states that subsequently developed standards, especially standards for required personal fitness courses. The authors of Fitness for Life served as consultants to many different states as they developed standards for physical education. It is no surprise, then, that Fitness for Life today correlates with current state and national standards.

Continuing the design-down method of curriculum development, Fitness for Life: Middle School was then created to provide a strong educational foundation for the transition to high school. After the successful launch of Fitness for Life: Middle School, Dr. Corbin turned his focus to the final step of the designing-down progress, the creation of Fitness for Life: Elementary School. As with the middle school program, the elementary program was developed as an extension of the evidence-based success of the high school program.

To refine the curriculum and activities for the elementary level program, an extensive review of current standards, mandates, and guidelines was conducted. And, as with the other Fitness for Life programs, the elementary program materials were field-tested for developmental appropriateness and ease of use. Key principles derived from national evidence-based studies⁽¹⁰⁾ to develop the program include the following:

• Class management skills are essential to increasing activity.
• Teacher training is necessary to teach class management skills.
• Lessons should contain a fitness and a skill component.
• Activities that lend themselves to instant activity involvement are essential.
• Activities that are enjoyable are critical for both teachers and students.
• Activities must be developmentally appropriate.
• Assessment materials must be provided.

In addition, the following basic curriculum and instructional guidelines were considered:

• Materials must be easy to use and teacher friendly.
• The need for special equipment must be kept to a minimum.
• Activities must reinforce physical activity, nutrition, and concepts from other academic areas.
• Lesson must provide for easy transition from one class (grade level) to another.
• Materials must lend themselves to a school wide approach to wellness.

The Fitness for Life program was created to be integrated with Fitnessgram® / Activitygram® and Physical Best, so that schools already using these programs will be able to give their students a consistent message regarding health-related fitness. Plus, Fitness for Life is designed to be compatible with any quality physical education curriculum. So if you are already using a curricular model such as Sport Education, Teaching Personal and Social Responsibility, Fitness Education, SPARK, or CATCH, Fitness for Life fits in perfectly to deliver the lifelong health-related fitness, activity, and health component.

References

1. Adams, T.M. & Brynteson, P. The effects of two types of required physical education programs on attitudes and exercise habits of college alumni. Physical Educator. 1995; 52(4): 203-211. C
2. Adams, T.M., & Brynteson, P. A comparison of attitudes and exercise behaviors of alumni from universities with varying degrees of physical education activity programs. Res Q Exercise Sport. 1992; 63: 148-152. C
3. Beighle, A., Erwin, H., Castelli, D., & Ernst, M. Preparing physical educators for the role of physical activity director. Journal of Physical Education, Recreation and Dance. April 2009; 80(4).
4. Brynteson, P. & Adams II, T.M. The effects of conceptually based physical education programs on attitudes and exercise habits of college alumni after 2 to 11 years of follow-up. Res Q Exercise Sport. 1993; 63: 208-212. C
5. Cardinal, B.J., Jacques, K.M., & Levy, S. Evaluation of a university course aimed at promoting exercise behavior. J Sport Med Phys Fit. 2002; 42: 113-119.  C
6. Castelli, D.M. & Beighle, A. The physical education teacher as school activity director. Journal of Physical Education, Recreation and Dance. May/June 2007; 78(5).
7. Centers for Disease Control and Prevention. National Physical Activity Guidelines, available at: www.cdc.gov/physicalactivity/everyone/guidelines/children.html
8. Dale, D.L. & Corbin, C.B. Physical activity participation of high school graduates following exposure to conceptual or traditional physical education. Research Quarterly for Exercise and Sport. 2000; 71(1): 61-68. HS
9. Dale, D.L., Corbin, C.B., & Cuddihy, T. Can conceptual physical education promote physically active lifestyles? Pediatric Exercise Science. 1998; 10(2): 97-109. HS
10. Owens, N. et al. Evidence-based approaches to dissemination and diffusion of physical activity interventions. American Journal of Preventive Medicine. 2006; 31(4): 35-44.
11. Model Guidelines for Health and Wellness: Detailed information that will help your school meet the requirements of the Child Nutrition and WIC Reauthorization Act.
12. NASPE Quality Physical Education.
13. Pearman, S.N. et al. The impact of a required college health and physical education course on the health status of alumni. J Am Coll Health. 1997; 46: 2. C
14. Sparling, P.B. College physical education: An unrecognized agent of change in combating inactivity-related diseases. Perspect Biol Med. 2003; 46: 579-587. C
15. USDA. MyPyramid available at: www.mypyramid.gov
16. Wallhead, T.L. & Buckworth, J. The role of physical education in the promotion of youth physical activity. Quest. 2004; 56(3): 285-301. HS