We’re both inclined toward all things optimistic and tend to question the status quo. So when we came across the work and thoughts of Dewitt Jones (2017), freelance photographer for National Geographic, we were more than intrigued. Jones speaks often of the creative processes in his photography, of how a change in perspective takes his work from being good to being extraordinary. During presentations, he illustrates his point with pictures of the same subject matter, but taken from different vantage points—from different perspectives. He notes that finding the best perspective for a photograph often takes imagination and risk. He speaks of the value of creativity, of having made the mistake of stopping taking pictures when he thought he had the “right answer” only to discover that someone had taken a better picture by being creative. Thus, he is always in search of the “next right answer.”

Looking for the Next Right Answer
Some people are uneasy with the notion that there is such a thing as the next right answer—as if it nullifies the rightness of the previous right answer. Or, that giving up on what we are now doing somehow is a betrayal of our venerable past. This attitude can lead to a refusal to look forward, to move forward, to change, and to grow. But reluctance to thinking differently risks stagnancy, irrelevancy, and ultimately extinction. In contrast, we are thrilled that the possibility exists of a next right answer.

In September 1992, JOPERD published a special edition called the Critical Crossroads Report. The authors described the dilemma that the field of physical education faced and shared a conviction that if we made the right moves—found the next right answers—the profession would survive. Conversely, the authors warned that if we changed nothing, kept doing what we had always done we will have “fiddled while Rome burned!” It was a time when the brightest minds in our field were challenged to face some brutal possibilities: Either become relevant or risk disappearing entirely from our public schools. This led to a concerted effort to identify PE’s failings and barriers to its success.

Health and well-being are central to the mission of public education, and a healthy school environment is shown to improve academic performance (Birch & Videto, 2015).  At Slippery Rock University, our goal is to prepare school wellness educators who are certified in K-12 health and physical education and serve as key players in creating a healthy and vibrant school. Our teacher education curriculum is based on the Whole School, Whole Community, Whole Child (WSCC) model, and candidates are prepared to view the entire school as their area of influence. In this article, we’ll explain (1) why we created a new teacher education program, (2) the School Wellness Education program’s alignment with 50 Million Strong, (3) how we encourage teacher candidates to think differently about their role in schools, and (4) how we created a culture of wellness in the Physical and Health Education Department at Slippery Rock University.

Why We Created a New Teacher Education Program
Our inspiration to design a new program started when enrollment in the teacher education program was low. Action needed to be taken to sustain the program and to increase the recruitment and retention of high-quality students into the health and physical education professions.  Based on low enrollment data, faculty within the Physical and Health Education Department scheduled a series of meetings to begin the process of designing a new program. Faculty wanted to create something new and relevant that would attract more students, but most importantly, something that society needed and would value.

The importance of creating something that society needed was influenced by a series of books, including Start With Why by Simon Sinek (2009), Good to Great by Jim Collins (2001), and No Sweat: How the Simple Science of Motivation can Bring You a Lifetime of Fitness by Michelle Segar (2015). According to Sinek, what separates great leaders and great companies from the rest is that they start by asking “why?” Before designing courses for the school wellness education curriculum, we made a point to begin each discussion with “why?”  Our “why” became to create a healthier and more physically active society through schools. Public health and school health data suggests that this is something our society needs (Birch & Videto, 2015).

“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).