Guest written by Tamika Jones, M.Ed., CAPE

Organizations across the United States are heavily pushing for more physical activity in physical education (PE) classes, after-school programs and community-based programs for children. This will also mean a greater push for the availability of adapted physical education (APE) services, which are so important for youth with disabilities.

The President's Council on Fitness, Sports and Nutrition reported that physical activity is 4.5 times lower for children and youth with disabilities compared to their peers without disabilities. The purpose of PE is for students to learn, practice, and master skills that will allow them to be physically active for a lifetime. While PE has the same purpose, APE curriculums allow for students to work on a more individualized curriculum that focuses on each student's strengths, needs, and interests.

As a trained adapted physical educator, I have noticed that students experience a higher level of success while in APE, as well as in general PE classes with one-on-one assistance. Students who were enrolled in my self-contained APE classes really benefited from the smaller class size that offered personal adaptations and a more defined class structure. Most importantly, APE services provide students with ample opportunities to increase their confidence in a physical activity setting and to improve their overall self-esteem.

The Individuals with Disabilities Education Act ("IDEA") is a Federal law designed to ensure that all children with disabilities, from birth to 21 years of age, have free appropriate public education available to them. This includes early intervention, special education, and related services designed to meet their individual needs. IDEA requires that PE services, specially designed if necessary, must be made available to every child with a disability receiving free public education. In accordance with the law, the term "physical education" includes special education, APE, movemen

t education, and motor development. IDEA states that if specially designed physical education is prescribed in a child's individual education program, that the public agency must be responsible for the child's education by providing the necessary services directly or making arrangements for services to be provided through other public or private programs free of charge to the child and parents.

Students who may not qualify to receive special education services, but still require disability-appropriate educational services may still be eligible. Section 504 of the Rehabilitation Act of 1973 requires that the public agency responsible for the child's education provide students with disabilities-appropriate educational services designed to meet the individual's needs. Under these requirements, a student with a Section 504 plan can quality for APE services as well.

In today's world, where the number of youth with disabilities is growing, it is important that these individuals are provided with the same quality educational experiences as their nondisabled peers. Physical education services should be no different. APE provides youth with disabilities a means to master physical education goals. The individualized PE program allows students to move at their own pace, while in a PE setting that fits their individual needs. By modifying instructions and equipment, students with disabilities are able to achieve success while building strength, endurance, and skill levels that will hopefully keep them physically active for the rest of their lives.

About the Guest Writer

Tamika Jones, M.Ed., CAPE, received her Bachelor of Science Degree from the University of Michigan in Ann Arbor, MI and Master of Education in Kinesiology in Adapted Physical Education from the University of Virginia in Charlottesville, VA. She is a certified Physical Educator with the Adapted Physical Education National Standards. Tamika began working at the National Center on Physical Activity and Disability as a Visiting Information Specialist in October 2011.

Generous partners sometimes underwrite sophisticated marketing campaigns, reaching target audiences with carefully honed messages about health and wellness. But without such resources, proponents of physical activity must find other ways of getting the point across. This is the intersection of advocacy, strategy and ingenuity.

The American College of Sports Medicine (ACSM) uses a special-event strategy that I'll paraphrase as "taking the show to the audience." The idea, in short, is to piggyback on a gathering that is already being planned and promoted in its own right. This eases the burden of creating an event out of whole cloth and taking on all the responsibility for planning, promoting and paying for it as a forum for your announcement. An important bonus is the added momentum such leverage lends to both events.

Savvy leaders of nonprofits use a similar strategy to communicate key points. Examples abound of campaigns relying on partner organizations' use of existing communication channels to pass along message points. Traditionally, this has meant passing on articles and online links. More recently, the headlong momentum of social media means that posts, "likes" and retweets can propel an idea faster than you can say, "Please share this."

A related notion flips the reality that, for many families, mothers are the gatekeepers of family health information. While this is quite true (and central to many programs that target women to promote family health and wellness), another strategy reaches families at their point of connection with important programs and institutions - schools.

I saw this at work recently at Capital City Public Charter School in Washington, DC. Capital City has a culture of wellness that infuses the curriculum. Students at all levels pursue age-appropriate physical activity - from in-class learning to after-school sports and field trips - guided by fitness teachers, parents and guests. Beginning in first grade, students learn about bodily systems and nutrition. The dedication to holistic fitness and wellness helped earn Capital City Public Charter School the distinction of being selected to receive the first Live Positively fitness center award by the National Foundation for Governor's Fitness Councils, chaired by Jake Steinfeld and in partnership with ACSM.

Capital City's health-and-fitness culture extends beyond students, faculty and staff. By design, those messages reach whole families. Youngsters naturally bring home and share what they learn. Beyond that, the school has after-hours programming aimed at parents and siblings. This approach clearly works, at least for this diverse urban community. And I believe it can be equally successful throughout the country.

How can your organization use established programs to convey messages about physical activity?

What communication vehicles already in use could reach target audiences with health-and-fitness information?

It's a wonderful time to be in the business of promoting physical activity. There aren't many issues in the public policy arena that enjoy such a broad consensus of support across political, social, and cultural lines. Everyone agrees that physical activity is good, regular physical activity is better, and a physically active lifestyle is best!

But it is a challenging time in Washington, DC and across the nation - with dwindling public health dollars, austere budgeting, "nanny state" push-back, and the need to accomplish more with fewer resources. That is why it is more important than ever that people, organizations, government agencies, industries, and others who are interested in promoting health and wellness must come together. We need to present consistent, unified messaging, coordinate our resources, and collaborate across various sectors to create healthier environments and policies that allow people to make healthy choices.

In our efforts to implement the National Physical Activity Plan, the National Coalition for Promoting Physical Activity has built a network of individuals working across eight different sectors - including education, public health, business/industry, health care, parks and recreation, and transportation - to implement the strategies and tactics laid out in this important road map. These strategies drive specific policies and programs aimed at getting people up on their feet and moving.

Business & Industry Sector

In the business and industry sector, we are working to identify, collect, and make available the best practices, models, and existing programs for physical activity in the workplace. The sector team has developed a CEO Pledge, urging corporate leaders to commit themselves and their companies to provide opportunities and access for their employees to be active before, during, and after the work day. These businesses will gain access to a valuable resource list to help shift their corporate cultures from sedentary to physically active work environments.

Education Sector

One of the education sector's strategies is to promote policies to provide access and opportunities for physical activity in after-school programming. The sector team conducted a survey to compile information on standards and guidelines for afterschool activity. They gathered data from 500 programs in 10 regions, and also looked at school districts with diverse demographic profiles. In fact, this year marked the first development and adoption of National Standards on Nutrition and Physical Activity for Afterschool Programs.

Health Sector

The health sector is working to make physical activity a "vital sign" that all health care providers assess and discuss with patients. The team is working to establish physical inactivity as a treatable and preventable condition with profound health implications. They are also developing policies to include physical activity in the education and training of all health care professionals.

The Federal government by nature of its broad reach can lead the cultural shift. The same folks who put Rosie the Riveter to work in the factories now need to help Rosie get off the couch and make the move to a physically active lifestyle. Physical activity needs to be inserted into the health policies of the entire government.

To reach the ultimate goal of creating a society of physically active children and adults, we all need to use a common voice when bringing our ideas and energy to the effort. There's something for everyone in the National Physical Activity Plan. What are you doing to help put the plan into action?