Make your School Environment Active and Healthy! Dr. Robert P. Pangrazi Arizona State University Gopher Sport.

Make your School

Environment Active and Healthy!

Dr. Robert P. Pangrazi Arizona State University

Gopher Sport

*>95th percentile for BMI by age and sex based on 2000 CDC BMI-for-age growth charts.

**1963–1970 data are from 1963–1965 for children 6–11 years of age and from 1966–1970 for adolescents 12–17 years of age.

Source: NCHS. Health, United States, 2010: With Special Feature on Death and Dying. Hyattsville, MD. 2011

Percentage of U.S. Children and Adolescents Classified as Obese, 1963–2008*

4.6

4.2

19.6

18.1

1999

Obesity Trends* Among U.S. AdultsBRFSS, 1990, 1999, 2010

(*BMI 30, or about 30 lbs. overweight for 5’4” person)

2010

1990

No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

Source: Behavioral Risk Factor Surveillance System, CDC.

AMERICAN CHILDREN, AGES 2-19 YEARS

One out of 3 children are now considered overweight or obese (95th percentile or higher of BMI)Boys Girls

Non-Hispanic

White31.9% 29.5%

Non-Hispanic Blacks

30.8% 39.2%

Mexican-Americans

40.8% 35.0%

PREVALENCE OF OVERWEIGHT AMONG CHILDREN, AGES 6-19

6-11 yrs 12-19 yrs0

2

4

6

8

10

12

14

16

18

NHANES 1971-74NHANES 1976-80NHANES 1988-94NHANES 1999-2002

% of Stu-dents

National Health and Nutrition Examination Survey (NHANES) -- CDC

Ever wonder why kids are so different...

By the age of three1…Professional Families - 500,000

encourages and 80,000 discouragesWelfare families – 80,000

encourages and 200,000 discourages

1Hart, B. & Riley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

Making Schools Healthy

Entire school environments must be changed rather than focusing solely on existing programs

Active & Healthy student behaviors must be valued as much as academic behavior

Take a “village” approach to solving the “heavy” issue of overweight and inactive students

Identify an Activity Champion

No Champion – No ChangeDirect/indirect role in every PA and

health-related initiative at schoolPlanning, coordinating,

recommending, supervisingPA & healthy eating program

management

Why Focus on Physical Activity?

Regular activity for youth increases the probability of an active adult lifestyle (Raitakari, et al., 1994; Telama, et al., 1997)

All youth have the capability and genetic gifts to perform some type of activity

Moderate activity offers health benefits similar to high intensity fitness activity

Activity helps those who need it most - unskilled and obese youth

Girls - % Overweight/Obese1,2

Country Least Active

More Active

Most Active

Total

U.S. 48.0% 35.9% 22.8% 35.6%

Sweden 23.3% 20.5% 6.5% 16.8%

Australia 20.7% 12.5% 10.4% 14.4%

1Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000.

2Vincent, Pangrazi, Raustorp, Tomson, & Cuddihy. (August, 2003). Activity levels and BMI of children in the U.S., Sweden, & Australia. Medicine & Science in Sports & Exercise.

Boys - % Overweight/Obese1,2

Country Least Active

More Active

Most Active

Total

U.S. 46.7% 24.5% 18.8% 33.5%

Sweden 22.9% 18.0% 17.7% 16.6%

Australia 18.8% 17.7% 10.9% 15.8%

1Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000.

2Vincent, Pangrazi, Raustorp, Tomson, & Cuddihy. (August, 2003). Activity levels and BMI of children in the U.S., Sweden, & Australia. Medicine & Science in Sports & Exercise.

Active & Healthy Schools“Energy to Learn”

Every teacher is a model for promoting active behavior

The school environment needs to be modified to promote active and healthy behaviors in students

Active and healthy children can reach their maximum potential when they have the “energy to learn” It takes energy to learn – Tired

people don’t learn new skills

Where Do Students Accumulate Physical

Activity?

Morgan, C. F., Pangrazi, R. P., & Beighle, A. (2003). Using pedometers to promote physical activity in physical education. Journal of Physical Education Recreation and Dance, 74(7), 33-38.

Activity and Academic Performance CDC Report*

Review of 50 studies were reviewed. A total of 251 associations between physical activity and academic performance were studied

More than half (50.5%) of all associations were positive

Attention span, classroom behavior/conduct and achievement test scores positively correlated with physical activity

Time for physical activity does not negatively impact academic performance.*The Association between School-based Physical Activity, including Physical Education, and Academic Performance. (2010). USDHHS, Centers for Disease Control & Prevention

Health & Academic AchievementCDC Report - 2014

Active students have better grades, school attendance, cognitive performance & classroom behavior (6 studies)

Time spent in recess positive affects students cognitive performance and classroom behaviors (5 studies)

Brief classroom activity breaks improve educational outcomes including standardized test scores (7 studies)

School/Classroom Strategies

•Implementation of classroom activity breaks

•Point of decision prompts & bulletin boards placed throughout the school

•Monthly activity, nutrition, and sun safety newsletters for parents

•Implement activity breaks for classroom teachers

Classroom Health Club

Identify a room specifically for the health club

Allow students to recommend desired activities

Favored activities – DDR, Step aerobics, climbing walls, climbing ropes, stretch bands

Activity supervisor who can help students

The Classroom Health Club in ActionSuccess in Academics is Rewarded!

All types of students love step aerobics!

Hooray for the classroom health club.

HOPSportsClassroom & Playground Activities

•Little or no equipment needed

•Students often lead the activities

•Conducted in the classroom setting

•Played during subject matter transitions or after 30-40 minutes of academic study

Point of Decision Prompts

Modify the Playground Environment

Strong and talented dominate the weak and less gifted

Overweight children are least active

Only 30% of children are active at recess

70-80% of children will be active after intervention

Zone the playground and use equipment

Promote activity with walking tracks and simple games

Activity Zone

Rename the playground the activity zone

Recess means “recess from learning” – Activity time teaches many important skills such as teamwork, cooperation, and personal differences

Change the name of recess to “Activity Time”

Make the Playground an Activity Zone

•Zone playgrounds to make them activity friendly

•Sports zones; learning zones; no parking zones; walking/jogging track

•Use an activity promotion aide to encourage and reinforce students

•Teach students small group playground games

•Create lunch hour clubs, such as walking and intramurals

The playground is an activity area for all youngsters

The walking and jogging path is a great place to socialize

“Screamin Green” equipment signifies it belongs to the playground zones

Playground Activities

•Played with a partner or small group•Most games require little, if any, equipment•Taught to students in a zone established for learning•Do not require large play areas

Parental Support

Activity Calendars Suggest activities for families to do together Set a family participation goal Create a Family Wall of Fame

PE Nights/Demonstration Nights Parents & students participate in PE activities together Change negative stereotypes

Playdays Kick-off or End-of-Year PA celebrations Parent volunteers

Charity Events Walk/Runs, PA Festival, Collaboration with other non-profit organizations

AHS Research EvidenceGopher Active & Healthy Schools Program

• Research funded by the AZ Department of Education

• Evaluated the effectiveness of four state funded programs

• Results shared are based on the implementation of the Gopher Active and Healthy/Dynamic Physical Education School Program

Impact of the Active & Healthy School Program on Step Counts

Mean

Ste

ps

+7%*

*= statistically significant

Impact of the Active & Healthy School Program on Absences/Nurse Visits

*= statistically significant

-18%*

School Personnel Perceptions of Active & Healthy School Program

School Personnel Questions Mean

I regularly participate in PA with the students. 3.08

Daily PA breaks are needed for teachers as well. 3.75

I now understand better the importance of daily PA for children.

3.50

My/our students frequently talk about keeping themselves healthy and physically active.

3.17

My/our students are better behaved because of the increased number of physical activities throughout the day.

3.17

I have consistently implemented the use of classroom-based PA breaks.

3.18

For me, time for increased emphasis on PE is as important as time for classroom subjects.

3.75

I believe that the increased emphasis on PA is taking away from classroom subjects.

1.55

1=Very Untrue 4=Very True

Parents’ Perceptions of the Active and Healthy School Program

Parent’s Questions Mean

Currently my child’s school is doing more to promote daily PA during the school day than last year.

3.51

My child has lots of opportunities to be physically active during school times.

3.18

I believe PE is as important as classroom subjects. 3.40

I try to be physically active with my child. 3.08

Because of my child, I am more physically active. 2.84

I am very aware of the increased focus of promoting daily PA at my child’s school.

3.40

My child is now more physically active after school. 2.98

1=Very Untrue

4=Very True

Students’ Perceptions of the Active and Healthy School Program

Student’s Questions Mean

I like to be physically active. 4.74

I like to be physically active in PE. 4.82

I am now more physically active in PE. 4.69

I am now more physically active during recess. 4.45

I am now more physically active during lunch. 4.28

I am now more physically active after I leave school. 4.43

I am now more physically active on Saturdays and Sundays. 4.28

My classroom teacher encourages me to be physically active in the classroom.

3.64

Every day during school I have lots of time to be physically active.

4.31

1=Very Untrue

5=Very True

Jump into ActionUniversity of Missouri Extension

Includes many AHS components

8th Year

Over 45,000 youth

Increased steps

Increased self-efficacy

Increased knowledge of health behaviors

Ball, S., Cohen, A. & Meyer, M. (2010). Jump into Action. Journal of Extension

Physical Activity Time

PRE PA TIME School POST PA TIME School PRE PA TIME Home POST PA TIME Home0

5

10

15

20

25

30

35

40

45

50

*

*p<0.05 N= 71

Screen Time

PRE PA Screen Time POST PA Screen Time76

78

80

82

84

86

88

90

92

*

*p<0.05 N=67

Effect of a Low-Cost, Teacher-Directed Classroom

Intervention on Elementary Students’ Physical Activity*

Teachers were trained on how to lead a 5-10 minute activity break in the classroom

Including one activity break per school day significantly increased the number of daily school steps by 33%

Concluded that activity breaks work and that administrators and teachers need to “buy-in” to the importance of physical activity

Irwin, H.E., Beighle, A., Morgan, C.F., & Noland, M. (2011). Effect of a Low-Cost,

Teacher-Directed Classroom Intervention on Elementary Students’ Physical Activity.

Journal of School Health, (455-461)

Teach Your Students…

To play and enjoy the activityTo have a realistic view of their

ability levelTo accept othersTo accept instruction and

feedback from authority figuresTo champion the less able

They may forget what you said, but

they will never forget how you

made them feel…

Carl W. Buechner