HD45 - The Efficacy of Allowing High School Students to Substitute Participation in Competitive Sports for One-Half of the Physical Education Requirements


Executive Summary:
House Joint Resolution (HJR) 692 directs the Board of Education "to study the efficacy of allowing high school students to substitute participation in competitive sports for one-half of the physical education requirements" required for graduation in Virginia public schools. The resolution speaks to a concern about reduced physical activity among youth between the ages of 12 and 21. It also speaks to the regular exercise and training that are required of student athletes by their coaches. The resolution proposes a problem: The compacted school days, increased units for graduation, limited amount of time to complete course requirements, and the time student athletes devote to practice is a barrier to their success in school. The resolution suggests that substituting participation in competitive sports programs for up to one-half of the physical education requirements should be considered as a way of providing additional rest, space, and study time that students require for success in school.

Factors to consider in the study were high school course requirements vis-à-vis the length of the average school day; comment from students, parents, coaches, and teachers regarding the problem posed; review and comparison of the Standards of Learning (SOL) Objectives for Physical Education with physical requirements of athletic training for sports competition; determination of other alternatives for student athletes; and guidance to students, parents, and the education community regarding how such issues should be addressed.

DOE staff conducted this study by addressing the factors outlined in the resolution. The study includes an analysis of several sources of information:

• A review of the Standards of Learning Objectives for Physical Education (1990); (*1)

• A review of the Standards of Accreditation (SOA) to determine the graduation requirements and the mandatory length of the school day;

• A review of the SOA to determine any flexibility given to local school boards regarding graduation requirements;

• A survey of superintendents, teachers/coaches, parents, and students to determine their support for allowing participation in competitive sports to substitute for one-half of the physical education required credits;

• Input from the Virginia Athletic Directors;

• Input from the Virginia Association for Health, Physical Education, Recreation and Dance; and

• Input from the National Association for Sport and Physical Education.

The SOA requires two credits of health and physical education for both the standard diploma and advanced diploma. Typically, this is taught as a yearlong course so that a student in ninth grade receives 60 percent physical education and 40 percent health education instruction. The tenth grade is also taught this way, with [classroom] driver's education being included in the health curriculum

The area of health and physical education is not included in the SOL testing program.

The SOL review found there are 22 Standards of Learning Objectives for Physical Education in grades nine and ten. The sports that are recognized as "competitive" by the Virginia High School League (VHSL) only address four percent (golf) to 29 percent (gymnastics) of the SOL.

It is estimated that participation in a competitive sport would require approximately 90-115 hours of physical activity. There are no state standardized athletic training requirements for competitive sports.

A survey was developed and sent to all division superintendents and central office health and physical education contacts in Virginia to determine whether participation in competitive sports should be allowed to substitute for one-half of the physical education graduation requirements. The survey participants were also asked if the athletic training requirements for these sports meet the essential foundation of a physical education pro- gram in all schools for all students. Results of the survey indicated superintendents (68%), teachers/coaches (79%), and parents (59%) are not in favor of substituting participation in competitive sports for one-half of the physical education graduation requirements. Students (53%), however, indicated that competitive sports should be allowed to count for one-half of the physical education graduation requirements.

Additional review of the SOA found existing flexibility in the regulations for developing non-core academic courses (*2) on a basis other than the standard unit of credit (SOA, 8 VAC 20-131-110 -Standard and Verified Units of Credit). This flexibility is currently being used by at least one school division to award physical education credits for participation in Virginia High School League competitive athletics.

The study found there is opposition from educational professionals to establishing the practice of substituting high school athletic participation for organized physical education. Parents surveyed were slightly non-supportive and students surveyed were slightly supportive of the practice. It is highly unlikely that a student participating in any combination of Virginia High School League sports would be exposed to all of the content associated with the current SOL Objectives for Physical Education as they are associated with specific activities, such as badminton, soccer, and dance. The SOA permit local school boards to establish requirements for non-core courses, and at least one division has chosen to award physical education credit based on athletic participation.

Therefore, based on the analysis of the data collected and the different views expressed, and given the current flexibility allowed in the SOA, it is recommended that substitution of participation in competitive sports for one-half of the physical education graduation requirement remain a local division option.
____________________________________

(*1) The Standards of Learning Objectives for Physical Education, adopted in 1990, are not included in the Standards of Learning, adopted in 1995. The 1995 version includes standards for English, mathematics, science, and history/social sciences. The SOL testing program measures the 1995 SOL.

(*2) Core academic courses are defined as English/language arts, mathematics, science, and history/social sciences