Classroom Breakfasts and Fun Workouts Prepare Helena, MT Elementary Students for a Healthy, Productive School Day

Case-study-Classroom Breakfasts and Fun Workouts-image
In the fall of 2016, Rossiter Elementary School Nurse Candyce Kepler found herself overwhelmed by the number of students coming into her office after the morning bell rang. They complained of stomachaches and headaches, but had no fever. “Are you hungry?” she asked them. Almost all said “Yes.”

“I felt concerned about our students’ issues with hunger, so I approached our principal, Kareen Bangert, and the school’s food service director, Robert Worthy,” Kepler says.

As it turned out, only 57 of Rossiter’s 467 students were taking advantage of the free or partially subsidized breakfasts being served at 8 a.m. in the school’s gymnasium — and only 29 students were opting for an unsubsidized morning meal. The low participation was attributed to many factors. Some students arrived at school late and/or decided they would rather play than eat. For others, eating the school breakfast carried a stigma. Kepler continuously handed out snacks to hungry students, but knew there had to be a more sustainable solution.

The Big Idea:

Inspired by a federally reimbursed program, Breakfast in the Classroom, Kepler and Worthy thought about ways to streamline Rossiter’s breakfast program — such as putting the food in a sack that kids could bring to the first class of the day at 8:30 a.m. They approached the classroom teachers, who soon realized this idea could present both a solution and an opportunity: Students could play outside before school and then eat, instead of having to decide between the two, and tardy students could still have a morning snack. Teachers could turn breakfast into a communal, classroom activity — and perhaps even use it as a chance to talk about nutrition.

Kepler formed a committee with a few teachers to help ease faculty apprehension and secure the enthusiastic buy-in of parents and students. Worthy helped determine where and how the food would be served, and hired additional staff to help run the operation. The school’s Americorps liaison, Rachelle Sartori, who helps administer the No Child Hungry program, lent her support. In the weeks before the program began, Rossiter staff sent home notifications to parents to remind them of the change.

With the gym no longer being used for breakfast, physical education teacher and SHAPE America member Jennifer Loomis envisioned an opportunity to add fitness to the morning equation. “A lightbulb went off,” she says. “Why not offer morning workouts before the bell?”


The Healthy Fit Club and Breakfast in the Classroom programs debuted in January 2017 with the enthusiastic support of students, teachers and parents. The 30-minute workout time starts as soon as students arrive at school on Mondays and Wednesdays at 8 a.m. Breakfast tables have been replaced by a series of fitness stations, where kids rotate through a balanced, full-body workout. Parents often pop in to observe when they drop their children off, waving and smiling at Loomis as they watch their kids eagerly join their peers in physical activity.

Loomis bases her Healthy Fit Club activities on the SPARK program, which incorporates relatively low-cost equipment such as beanbags and noodles, to create various activities. SPARK supplies materials, teacher training and other resources that help her pack an efficient workout into the 30-minute time frame.

When the 8:30 bell rings, students grab their sack breakfast (milk and a muffin or breakfast cookie) from one of three stations and head to class. “It’s pretty remarkable,” notes Loomis. “A lot of teachers make it into ‘family time.’ They talk about healthy nutrition or work on various projects the students may need to catch up on.”

Adds another teacher, “When students come into my classroom, it’s like a huge family. I think having breakfast strengthens my class.” A third teacher reports that the students are fastidious about cleaning up their desks after breakfast because they don’t like to work in a dirty environment. By 8:40, lessons begin.


Rossiter Elementary has become a model school for its innovative morning breakfast and workout programs, attracting principals and food service directors from around the state who come to observe before developing programs of their own. Montana First Lady Lisa Bullock visited the school last spring to see the success of the initiative firsthand.

“Schools in Montana are committed to their students’ success and recognize that serving breakfast gives kids the energy they need to focus in the classroom,” Bullock told the Helena Independent Record. “We are taking steps in the right direction to increase breakfast participation, and ultimately, put an end to childhood hunger in Montana.”

The new programs at Rossiter demonstrate that sometimes profound improvements can be made with minimal effort, cost or disruption to routine. “We worked through a few kinks at first, making some tweaks of how the breakfast work stations would be staffed and where the routes would go,” Loomis says. “But before long, we were off and running smoothly.”


Since the program began, Kepler has had far fewer students come to the nurse’s office complaining of health issues. And, according to statewide teacher surveys, Breakfast in the Classroom has had a positive impact on students’ productivity and classroom behaviors.

As one teacher noted, “More students are eating because breakfast is offered in the classroom. This allows more students to focus and attend to school tasks. It’s a positive addition to our school.”

Since January 2017, program participation has increased from 80 or 90 students a day to more than 200, with even more children bringing in a bagged breakfast from home to enjoy with their classmates. A pre- and post-assessment of student behavior revealed that 12 out of 19 teachers have observed particular students showing improved focus, concentration and on-task behavior.

The students get an additional boost of energy from their vigorous morning workout, which regularly attracts 60-90 students. The response has been so positive that Loomis hopes to add workouts on Tuesdays and Thursdays, which will allow her to create separate programs for grades K-2 and 3-5.

“By offering more advanced activities for the older students, I can get more students involved,” she says. Loomis also started another club that meets every other Thursday to teach students about nutrition as well as physical fitness, with field trips to gardens, farms and food-service kitchens.

Perhaps the biggest endorsement of the Healthy Fit Club comes from the students themselves. “They really look forward to Mondays and Wednesdays,” says Loomis. “Once I had to cancel a Monday morning workout because of a conference, and there was groaning throughout the halls after they made the announcement.”

icon-thumbs-up-1SHAPE America’s Appropriate Practices in School-Based Health Education
  • Creating a positive and inclusive learning environment that engages students in learning the skills they need to live healthy lives
  • Implementing a sequential, comprehensive curriculum — aligned with the National Health Education Standards and other relevant frameworks — that is skillsbased, with an emphasis on developing health literacy
  • Employing instructional practices that engage students in learning and in developing their health-related skills
  • Using assessments that measure student growth, knowledge and healthrelated skill development
  • Advocating for a positive school culture toward health and health education.
  • Above: Montana First Lady Lisa Bullock visited Rossiter Elementary School in the spring to see the success of the school’s Healthy Fit Club and Breakfast in the Classroom programs.

      When students come into my classroom, it’s like a huge family. I think having breakfast strengthens my class.

    Jennifer Loomis, PE Teacher

    Download A PDF

    Family and Community-Engagement-case-study


    Program Team

    Jennifer Loomis, PE Teacher

    Candyce Kepler, School Nurse

    Kareen Bangert, Principal

    Robert Worthy, Food Service Director

    Rachelle Sartori, AmeriCorps Liaison


    Lights, Camera, Action! Video-Game Technology Gives Fitness a High-Tech Boost at Ohio Elementary School

    Video-Game Fitness CaseStudy

    When schools want to create innovative physical education and health initiatives, finding funding can be a challenge — and when they find it, they face the daunting decision of how best to spend it.

    In 2010, the Kenston School District in Chagrin Falls, a semi-rural community of 11,400 located 30 miles east of Cleveland, was one of only two in Ohio to secure a federal Carol M. White PEP grant of more than $650,000. When grant team member and SHAPE America member Chris Maistros visited the Sierra Vista Junior High School in Santa Clarita, CA, she found her needed inspiration.

    The Big Idea:

    Maistros, an “outside the box” educator who has spent the past 23 years as a PE teacher and health specialist at Kenston’s Timmons Elementary, was instantly captivated by Sierra Vista’s innovative PE program, which uses state-of-the-art multimedia equipment that incorporates video-game technology and fitness to get kids up and moving.

    “Students could hardly wait for their turn to play,” she says. “They became instantly engaged and active, and were thrilled by their own progress.”

    The grant committee used a former music room at Timmons that could accommodate a selection of Exergame and tech-based youth fitness equipment. A team of Kenston administrators, PE teachers, district employees and parent volunteers worked to roll out the PLAY (Promoting Learning in Active Youth) Blue initiative and brand in 2011.


    “Our mission was to help students develop lifelong fitness skills and translational health habits,” says Maistros. “We also wanted to serve the needs of every student in K-3 and be all-inclusive.”

    Throughout the school year, the PLAY Blue fitness room is a student favorite. Twice a week for 40 minutes, the students rotate grade by grade through the equipment, building muscle groups, improving coordination, and mastering new skills. Students remain active and engaged while maintaining moderate-to-vigorous physical activity levels.

    The Lightspace® Play fiber-optic floor offers eight movement-based games, including “Tennis Pro,” where players use footwork to keep a virtual tennis ball in play and remain in constant motion to block their opponent. A Xavix video game console teaches boxing moves that require fancy footwork and speedy hand-eye coordination.

    To elevate their heart rates, students pedal on Exerbikes linked to televised Pixar games. Interactive light walls improve hand-eye coordination and reaction speed. The Railyard System, a portable, versatile indoor obstacle course, develops strength, balance, coordination, agility, flexibility, endurance and cardiovascular health, all while burning calories. The multimedia HOPSports training system engages students in video-based exercises ranging from dance to sports to martial arts. Kid-size stationary bikes and junior ellipticals, mini-trampolines, fitness balls, SandBells® and yoga mats provide even more options. Rock-climbing walls installed in the gym help improve upper body strength, balance, agility and confidence.

    Maistros also teaches proper nutrition in fun and engaging ways. The Timmons health and wellness committee has a semi-annual push to encourage students to wear the color of a designated fruit or vegetable and pack it in their lunches. New fruits and veggies are sampled at the lunchtime A to Z Bar, and Heinen’s Grocery Store sponsors tasting events that introduce students to healthy foods such as kale, asparagus, quinoa, pomegranate, cauliflower, avocado and summer squash.

    Kenston’s K-6 students also don chef’s hats and aprons for the Future Chefs Cooking Contest, sponsored by the food services company Sodexo. The most recent competition challenged students to come up with healthy breakfast recipes.

    Diverse activities also include “Walking Wednesdays,” a recess walking club that brings together students and playground proctors; cross-country skiing on the beautiful wooded trails rimming the school; and seasonal use of the high school’s synthetic-turf track for PE classes and events.

    Throughout the day, Maistros finds fun ways to promote fitness. “Sometimes, I get on the P.A. system, announce an all-school brain break, broadcast a fun song, and ask kids to form conga lines in the halls,” she says. Spontaneous “brain breaks” or “activity breaks” encourage movement during regular classes and provide short, energizing bursts of exercise. At Timmons, even teachers get involved: A step challenge implemented by the health and wellness committee encourages them to team up and track their daily steps, cheered on by colleagues.


    “There are many resources to tap for financial assistance and support — you just need to apply for them,” says Maistros. “They’ve made the grant application process more user-friendly. If possible, schools should hire a grant writer or seek help inside or outside the school.”

    She also has found Kenston’s Parent Teacher Organization to be a great fundraising partner to finance items such as new cross-country skis and boots, DJs for Jump Rope For Heart events, and Field Day ribbons.

    Maistros is a big believer in social media and actively follows other schools’ innovative PE programs on Twitter. “It’s like Pinterest for PE and offers great lessons, teaching ideas, videos and a wealth of resources,” she says. “Twitter is also an effective communication tool.”


    By the time students leave Timmons Elementary, they will have been exposed to many fitness offerings and experienced the benefits of a healthy, active lifestyle. “Exercise should be fun,” Maistros says. “The trick is to get kids to work out without even realizing it. Be creative. Gamification is a new concept that brings kids’ favorite video games to life in a PE setting, infusing storytelling, points, levels and challenges. We are the stepping stones for kids. Encourage them and hopefully they will follow your lead.”

    Through PLAY Blue and other initiatives at Timmons, students are gaining fitness skills, self-esteem and confidence. Teachers are seeing increased attention spans during regular classes, and parents are giving the school district a big thumbs-up for the positive changes they observe at home.

    “Grandparents are invited in for an annual Grandparents Day to observe and participate,” says Maistros. “They are always amazed by the equipment and technology.”

    The district’s support of healthy, active lifestyles has also garnered state-level kudos. For the past four years, Timmons Elementary has been awarded gold-level status by the Ohio Association for Health, Physical Education, Recreation and Dance — as one of only three schools in Ohio to achieve the top honor in their Excellence in Physical Education Program.

    icon-thumbs-up-1SHAPE America’s National Standards for Physical Education

    The physically literate individual:

  • Demonstrates competency in a variety of motor skills and movement patterns.
  • Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
  • Demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.
  • Exhibits responsible personal and social behavior that respects self and others.
  • Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
  • Above: Timmons Elementary students pedal on youth spin bikes and ellipticals in the PLAY Blue fitness room.

      Students could hardly wait for their turn to play,” she says. “They became instantly engaged and active, and were thrilled by their own progress.

    Christine Maistros, PE Specialist

    Download A PDF

    VideoGame Fitness-case-study


    Program Team

    Nancy R. Santilli, Superintendent, Kenston Schools
    Kathleen M. Poe, Assistant Superintendent, Kenston Schools
    Christine Maistros, PE Specialist
    Jeff George, PE Specialist
    Kristen Hasenohrl, Timmons Elementary School Assistant Principal & Chair of the Timmons Health & Wellness Committee


    Wellness Unites Students, Employees at Richmond, VA’s Collegiate School

    Wellness Unites-CaseStudy

    A University of Michigan study showed that children and teens spend about 32.5 hours a week in school during their most formative years, when many lifelong habits develop.

    What are they learning that will most beneficially impact their adult lives? While the short- and long-term benefits of health and physical education classes are well-documented, those subjects seldom get priority in a crowded curriculum; in fact, some schools even cut into the recommended PE minutes (150 per week for elementary; 225 for middle and high school) to devote more time to other classes.

    But what if wellness could be woven into the school culture throughout the day in innovative ways — with teachers, staff and students teaming up to inspire, encourage and help each other develop good eating, exercise and sleeping habits? It may sound like a utopian ideal, but at the independent K-12 Collegiate School in Richmond, VA, the “wellness bug” that caught on more than 12 years ago has positively infected the entire 1,600-student, 425-staff school community.


    The Big Idea:

    It all started with a Wellness Day hosted by Collegiate’s Middle School physical education department in the spring of 2005. In place of regular classes, fifth- through eighth-graders rotated through a variety of stations and activities, such as nutrition, Ultimate Frisbee, a Navy SEAL Team workout, stress management, kickboxing and more. Wellness Day was so popular that physical education teachers and SHAPE America members Kathy Wrenn and Amanda Cowgill began seeking ways to keep the ball rolling.

    In 2008, using $2,000 from a summer professional development grant awarded by Collegiate, Wrenn and Cowgill created a wellness program called Link It & Live It, emphasizing the connection between sleep, healthful eating and physical activity. The program was modeled after the Centers for Disease Control and Preventions’ Whole School, Whole Community, Whole Child (WSCC) model. Collegiate’s Middle School program was led by seventh- and eighth-grade student “wellness teams,” consisting of four girls and four boys. Next, they targeted the Lower School, empowering all fourth graders to be wellness ambassadors for the lower grades.

    In her new role as the school’s wellness coordinator, Wrenn, a 17-year teaching veteran, realized the critical role that teachers and staff could play as positive role models for students. And Collegiate’s Human Resources Department agreed. It reached out and began an ongoing relationship with the school’s insurance provider Cigna, who provides financial and consulting support for the employee wellness program.

    “If employees could use all those hours spent at work to adopt and promote healthful habits, then I knew we could create a whole community of wellness-minded people,” says Wrenn.


    Thus began an American Heart Association Gold Award-winning incentive program that now is one of the school’s selling features when recruiting new faculty and staff. The Employee Wellness Program is managed in the FitThumb Wellness Portal, an easy-to-use social networking-based wellness platform that tracks individuals’ participation, engages and motivates buddies/teams to increase their activity level/wellness, and reports results. Faculty and employees attend “Lunch & Learn” seminars, read informative articles, and participate in fitness and health challenges. Prizes are awarded for the most portal points earned.

    One of the most successful motivators is the “Million Step Challenge” — encouraging employees and inspiring students — to walk one million steps in 63 days.

    “One boy saw his teacher wearing a pedometer and got his dad to buy a set for his class,” says Wrenn. Robby Turner, the kindergarten teacher who started the challenge in 2012, used pedometers in his math lessons to encourage students to “get the wiggles out” — and to educate parents during parent-teacher conferences. When a retired school mail carrier had a heart attack, staff and students created a walking group, “Team Ray,” to help him meet his post-recovery fitness goals.

    The Link It & Live It nutrition component is equally robust. Students build activities around the comprehensive “Fantastic Five” nutrition education program, developed in conjunction with Aladdin, the school’s food service provider. Superhero characters Victor Veggie, Gracie Grain, Frankie Fruit, Danny Dairy and Priscilla Protein may pop up in the classroom, science curriculum, cafeteria, assemblies and handouts, including healthful-recipe cards.

    Sleep charts and challenges encourage good sleep habits. “Parents have told us they no longer have to fight with their kids to go to bed because they are self-motivated,” notes Wrenn.


    Is a program like Link It & Live It viable for a public school setting? Wrenn believes it is, provided there is “someone to drive the bus” and ambassadors to support it. “The whole school community needs to embrace it,” she says. “But I want people to know it doesn’t happen overnight. I had to learn patience by starting with one piece and gradually getting more and more people on board. I never gave up.”

    Wrenn says that many school insurance companies may offer financial assistance for an employee wellness program, but someone must apply for the assistance and run the program.


    Since Link It & Live It became part of the school culture, Collegiate’s faculty and staff have observed increased employee productivity, morale and retention, as well as reduced absenteeism and medical claims.

    An estimated 65 percent of employees actively log on to the portal and collect their $75 credit in “Wellness Bucks” that can be used for health screenings, individual dietitian visits, race and health club fees, weight-loss programs and fitness-tracking devices. Motivated and inspired by their own results, teachers incorporate fitness and wellness components into various parts of the school day, from “active learning” in the classroom to fitness “brain boosters” to playing games while studying for tests. The wellness curriculum is adapted to grade levels. Wrenn says that middle and high school activities —including basketball tournaments, jump rope contests, and mini-Olympics — are largely student-driven, which also helps develop leadership skills.

    Link It & Live It has created such a palpable excitement about wellness and a sense of community within the school that even many parents have hopped on the bandwagon — walking with their kids after school and preparing healthy dishes together. “Health and wellness has connected the entire school community in very positive ways,” says Wrenn.

    If you’d like to know more about the Collegiate wellness program contact Kathy Wrenn at

    icon-thumbs-up-1SHAPE America’s National Standards for Physical Education

    The physically literate individual:

  • Demonstrates competency in a variety of motor skills and movement patterns.
  • Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
  • Demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.
  • Exhibits responsible personal and social behavior that respects self and others.
  • Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
  • Above: Collegiate School students build activities around the comprehensive “Fantastic Five” nutrition education program, including superhero characters Danny Dairy, Frankie Fruit, Victor Veggie and Gracie Grain.

      If employees could use all those hours spent at work to adopt and promote healthful habits, then I knew we could create a whole community of wellness-minded people.

    Kathy Wrenn, Wellness Coordinator

    Download A PDF

    Wellness Unites-case-study


    Program Team

    Keith Evans, Head of School (1999-2014)
    Steve Hickman, Head of School
    J.P. Watson, Assistant Head of School
    David Colon, Academic Dean (2004-2014)
    Susan Droke, Academic Dean
    Charlie Blair, Head of Middle School
    Jill Hunter, Head of Lower School (1988-2015)
    Debbie Miller, Head of Lower School
    Laura Fields, Assistant Head of Lower School
    Kathy Wrenn, Wellness Coordinator
    Jill Aveson, Director of Human Resources
    Missy Roberts, Human Resources Specialist
    Christine Branin, Director of Axillary Services
    Amanda Cowgill, Middle School Physical Education (2007-2013)
    Jenny Lindner, Middle School Physical Education & MS Link It Team Sponsor
    Farley Macdonald, Middle School Science Teacher & MS Link It Team Sponsor
    Heather Garnett, Lower School Teacher & LS Link It Team Sponsor
    Katie Musick, Lower School Teacher & LS Link It Team Sponsor


    Hear How It’s Done: Kentucky Health and PE Teachers Mobilize to Get a Seat at the ESSA Table


    With the passage of the federal Every Student Succeeds Act (ESSA) in late 2015, health and physical education are now rightly considered critical components of a student’s well-rounded education — but there are no guarantees that funding will funnel to health and physical education (HPE) or that these programs will be prioritized without aggressive and strategic action.

    In order for health and physical education to be well represented in the ESSA process, especially as funding decisions are still being framed, SHAPE America members and other HPE professionals need to have a seat at the table. The proactive campaign launched by members of the Kentucky Association of Health, Physical Education, Recreation and Dance (KAHPERD), a SHAPE America state affiliate, serves as a powerful example of how this can be accomplished.


    Sarah Fitzpatrick

    Sarah Fitzpatrick speaking at a Kentucky ESSA Town Hall Meeting about the importance of health and physical education.

    The Big Idea:

    Realizing that the passage of ESSA was just the beginning of the work that needed to be done, KAHPERD sent a team of members to SHAPE America’s 9th annual SPEAK Out! Day in Washington, D.C., in March 2016. As part of the two-day event, these individuals learned about the intricacies of ESSA, gained new advocacy skills, and met face-to-face with their congressional representatives on Capitol Hill. After returning to Kentucky, the state affiliate team mounted a comprehensive effort under the leadership of Executive Director Jenny Dearden and President Jamie Sparks to increase advocacy efforts and drive home the need to get maximum funding for health and physical education and representation in the state ESSA plan.


    Adopting the unifying theme, “Show Me the Money,” the state affiliate sent an e-newsletter to all members, chock full of ESSA resources and SHAPE America support materials in order to educate them about the importance of engaging in the ESSA implementation process at the national, state and local level. Included was a template letter with key ESSA messaging that could be sent to Kentucky Commissioner of Education Stephen Pruitt and the Kentucky congressional delegation.

    The team learned that Commissioner Pruitt was hosting a series of statewide town hall meetings to seek input on the design of a new state education accountability system that would be used to improve schools and celebrate their educational progress, as is required under ESSA. Here was the perfect chance for health and physical educators who work in the trenches to share their eye-opening stories that illustrate the critical need for health and physical literacy in Kentucky schools. KAHPERD recruited between two and five members to attend each town hall meeting to speak about the importance of health and physical education, and the need for those subjects to be included as priorities in the state’s ESSA plan. At each meeting, which often stretched on for hours, these members got attendees up on their feet to engage in a few minutes of fun movement.

    “Everyone was happy and smiling after having the opportunity to get up and move at the meetings, and immediately made the connection that kids would be the same way, returning to class from physical education or recess refreshed and eager to learn,” says Dearden. The light bulb went on about the importance of physical activity during the school day.

    To reinforce important message points, Sparks spearheaded a social media campaign using the Kentucky Department of Education sponsored Twitter hashtag #KYEdListens. Among the many Twitter followers retweeting his messages were Commissioner Pruitt and Kentucky Senator Rand Paul.


    Persistence pays off. “Kentucky serves as a great example of what our states can accomplish when they take the lead and spread our important message,” says Carly Wright, senior manager of advocacy for SHAPE America. “This is a critical time for us to ensure that health and physical education programs get access to funding and support.”

    Sparks adds, “We all need to do a better job to make advocacy a normal part of what we do. It only takes two minutes to send an email to your members of Congress via the SHAPE America Legislative Action Center. We have no right to complain about the results if we do nothing. We have to be part of the solution.”


    Kentucky health and physical educators’ efforts resulted in Commissioner Pruitt becoming a strong, new advocate for health and physical education. In fact, during Pruitt’s remarks at hearings on ESSA before both the U.S. Senate and House of Representatives, he referenced the importance of offering health and physical education to students and the benefits that they reap. He also lauded the contributions and comments shared at the town hall meetings by health and physical educators, when sharing the results of those meetings with the Kentucky State Board of Education. Two health and physical educators were also named to the statewide committees in charge of crafting the final Kentucky ESSA plan.

    Before SPEAK Out! Day and the resulting advocacy letters, tweets, and town hall meetings, Kentucky decision-makers simply had no idea that health and physical education programs were not being funded or adequately supported. With KAHPERD efforts, they got the message loud and clear.

    “When one teacher told a senator that her entire physical education budget was $200, he couldn’t believe it,” says Dearden. Wright adds, “That’s why we need all of our members to lend their voices to the effort. It is exactly these ‘jaw-drop’ moments that make a difference.”

    icon-thumbs-up-1SHAPE America’s National Standards for Physical Education

    The physically literate individual:

  • Demonstrates competency in a variety of motor skills and movement patterns.
  • Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
  • Demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.
  • Exhibits responsible personal and social behavior that respects self and others.
  • Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
  •   Persistence pays off. Kentucky serves as a great example of what our states can accomplish when they take the lead and spread our important message.

    Carly Wright, senior manager of advocacy, SHAPE America

    Download A PDF



    Program Team

    Kentucky Association of Health, Physical
    Education, Recreation and Dance (KAHPERD)

    Jenny Dearden,
    Executive Director

    Jamie Sparks,

    Deborah Campbell,
    President-Elect Madison County Schools

    Candace Young,
    Board Member Newport Independent Schools

    Diana O’Toole,
    Erlanger-Elsmere Independent Schools