Enhance Physical Education Task Force (EPETF)
On August 27, 2012, the Senate passed Public Act 97-1102 that creates the Enhance Physical Education Task Force (EPETF). The purpose of this Task Force is to promote and recommend enhanced physical education programs that can be integrated with a broader wellness strategy and health curriculum in elementary and secondary schools in this state, including:
- educating and promoting leadership on enhanced physical education among school district and school district officials;
- developing and utilizing metrics to assess the impact of enhanced physical education;
- promoting training and professional development in enhanced physical education for teachers and other school and community stakeholders;
- identifying and seeking local, State, and national resources to support enhanced physical education;
- and such other strategies as may be identified by the Task Force.
On or before August 31, 2013, the Task Force shall make recommendations to the Governor and the General Assembly on Goals 19-24 of the Illinois Learning Standards for Physical Development and Health. The Task Force shall focus on updating the standards based on research in neuroscience that impacts the relationship between physical activity and learning.
Enhance Physical Education Task Force (EPETF)
Members 
Meetings
- August 2, 2013
- June 14, 2013
- May 15, 2013
- March 15, 2013
- December 19, 2012
Committee on Promoting Enhanced Physical Education
Members 
Meetings
- April 30, 2013
- April 8, 2013
- March 8, 2013
- February 8, 2013
Committee on Revising Illinois Learning Standards Related to Physical Education
Members 
Meetings
- May 31, 2013
- April 29, 2013
- February 25, 2013
- February 4, 2013
Resources
Neuroscience Research:
- Cardiorespiratory Fitness and the Flexible Modulation, Journal of Cognitive Neuroscience 23:6
- Research Summary: Exploring the Link between Physical Activity, Fitness, and Cognitive Function, Illinois Public Health Institute - March 2013

- The Effect Of Acute Treadmill Walking On Cognitive Control and Academic Achievement In Preadolescent Children, Neuroscience, Volume 159







