“50 Million Strong by 2029 (50MS) is a vision – a world in which healthy choices and being physically active are the norm for America’s youth” (Jefferies, 2017). But ensuring that all 50 plus million children living in the United States regularly engage in physical activity will require change.  Physical activity engagement can no longer be limited solely to those who have historically had the socio-economic or cultural privilege to participate.

To meet the 50 Million Strong goal, intentional efforts will be necessary to engage those that – for a myriad of reasons beyond the scope of this writing – have historically and culturally been excluded, or have self-selected exclusion from participating in physical activity for the purposes of enjoyment, socialization, and wellness. Truly meeting the goal of engaging 50 million young people in regular physical activity demands that attention be paid to both engagement strategies as well as reasons why people from under-represented groups all-too-often avoid engaging in physical activity.

 Cultural fluency (CF) is an important consideration when addressing opportunities, concerns, and approaches to successfully engage individuals and groups who have historically and/or personally been unable or disinterested in participating in physical activity. CF is an on-going process of critical reflection focused on accurately interpreting intercultural interactions. These interactions may be between individuals, groups, interpretations of data, or place-making experiences. Importantly, progress in developing the habits of mind critical for cultural fluency requires humility in understanding that irrespective of the person’s cultural identity, there are a host of socially constructed privileges and oppressions that need to be recognized.

“Alone we can do so little, together we can do so much.” – Helen Keller

To achieve the goals of 50 Million Strong by 2029 (50MS), it’s vital to consider how teachers can sustain the programs they start in their efforts to get students more active, more often. Helen Keller’s famous quote is a good reminder that although it is quite possible for individuals to create great programs and initiatives, collaboration with others is essential to sustain meaningful changes in schools. To do this, schools must identify and support a physical activity “champion,” “leader,” or “director” who can help facilitate a multicomponent approach to physical activity promotion (Castelli & Beighle, 2007; Carson, 2013).

One multicomponent approach that has been widely supported is the Comprehensive School Physical Activity Program (CSPAP), which includes quality physical education as its cornerstone in addition to physical activity during the school day, physical activity before and after school, staff involvement and community/family engagement (CDC, 2013). However, given the multi-component nature of a CSPAP it is impossible to expect ONE person to be responsible for all programs associated with a school’s efforts.

Right now, I’m guessing that somewhere in the world someone’s searching the Internet for a “Chicken Dinner Recipe.” They know what they want for dinner but aren’t certain what the other ingredients are or how to combine them to get the desired outcome.

As physical education teachers, we know that our goal is to create physically literate, health conscious, active adults.  However, if there were a way to do an online search to find the recipe for this “meal,” physical education classes would only be one of many ingredients.  Consequently when looking at accomplishing 50 Million Strong, we need to look at the entire recipe and analyze how we can contribute to ensuring all of the ingredients are included in the proper amounts, then put together in the correct order to create a “five star” entrée.

Here are what I consider the main ingredients for a successful recipe and how I think they should be ordered :

Despite the call for Comprehensive School Physical Activity Programs (CSPAPs) to meet the needs of all students (AAHPERD, 2013; CDC, 2013), there is little practical guidance within our professional literature that directly promotes the inclusion of students with disabilities.

Central to the conversation on the value of CSPAP for students with disabilities are matters of health and well-being. Because students with disabilities face multiple barriers including mobility, skill acquisition and accessing the physical space, creating an environment of inclusivity is essential (Brian, et al., 2017). As such, it is imperative that all educators and CSPAP leaders include students with disabilities into their thinking and planning. One framework supporting all children is Universal Design for Learning (UDL); (Rapp, 2014).

Universal Design for Learning is a strategy that can support the inclusion of all children to meet daily recommendations of moderate to vigorous physical activity (MVPA) and contribute to SHAPE America’s 50 Million Strong by 2029 commitment.  UDL’s concepts include multiple means of expression, representation and engagement. Most of all, it is a mindset that reinforces the need to provide equal opportunities to all of our students. Implementing UDL in educational settings will ensure that the physical, social, and learning environments are designed so that diverse learners are supported (Perez, 2014).

SHAPE America’s 50 Million Strong by 2029 commitment challenges each one of us to contribute to getting all of America’s children physically active, enthusiastic, and committed to making healthy lifestyle choices (SHAPE America, 2017). Of the approximately 50 million students presently attending America’s public schools, approximately 23 percent are estimated to be from immigrant and refugee backgrounds (Center for Immigration Studies, 2017). These young people face a myriad of challenges as they adapt to American culture. This includes navigating language, cultural barriers, stereotypes, along with negative attitudes regarding their residence and matriculation to the United States (National Center for Educational Statistics, 2017). With these students in mind, the following three considerations can help us meet our goal of improving the lives of all children regardless of race, gender, religion, or financial circumstances.

Get Educated
America, has a complex history regarding immigration and the treatment of immigrants. It’s a history that is politicized and routinely distorted (Culp, 2017). Data from the 2016 Current Population Survey (CPS) reported that immigrants and their U.S. born children number approximately 84.3 million people – nearly one-third percent of the overall U.S. population. Mexicans are the largest group of current immigrants in the country at 27%. Newer immigrants are largely represented from India (6%), China and the Philippines (5% each), El Salvador, Vietnam and Cuba (3% each), and the Dominican Republic, Korea, and Guatemala (2% each). Immigrants from these ten countries constitute roughly 60% of the U.S. immigration population. Other places of origin for immigrants in smaller percentages include Ireland (Northern Europe), France (Western Europe), Greece and Spain (Southern Europe), as well as Romania, Russia, Ukraine, and Bosnia (Eastern Europe).

Immigrants and refugees are often inaccurately perceived to be members of the same group. Generally, an immigrant is a non-native person who chooses permanent residence in a foreign country and has obtained the legal right to seek citizenship and take up employment. In contrast, a refugee is an individual who has been forced to flee his or her home country because of threat of war or persecution (United States Department of Homeland Security, 2017). Other designations include undocumented immigrants (who do not seek legal status for residency), asylees (people who meet the definition of a refugee and are already present in the United States not looking to return to their home country), and individuals who have been forcibly displaced (for reasons including population transfer, natural disaster, ethnic cleansing, deportation).