Physical activity: a leading academic indicator

PHYSICAL ACTIVITY: A LEADING ACADEMIC INDICATOR

Aaron Beighle, Ph.D.

Physical Activity: A leading health indicatoro Active adults have a

decreased risk of:o Heart diseaseo Strokeo Type 2 diabeteso High blood pressureo Metabolic syndromeo Colon and breast

cancerso Weight gaino Depression

o Active children and adolescents have:o Favorable body

compositiono Improved bone healtho Improved

cardiovascular and metabolic health biomarkers

o Reduced symptoms of anxiety and depression

o Reduced weight gaino Decreased risk of

depression

DHHS. Physical Activity Guidelines for Americans (2008)

Healthier students are better learners Educationally relevant health issues

Vision and HearingPregnancyViolenceNutritionInattentionHyperactivityPhysical InactivityOthers

Health and Learning

Basch, 2010

Improves cognition via blood flow to the brain Decreases misbehavior Increases attentiveness Improves concentration Enhanced memory Improved math and reading skills Improved comprehension

Physical Activity: A leading academic indicator

Physical Activity (PA): Bodily movement that is produced by the contraction of skeletal muscle and that substantially increases

energy expenditure (USDHHS, 1996)

Exercise: Leisure time physical activity conducted with the intention of developing physical fitness.

Fitness: A set of attributes that people have or achieve

relating to their ability to perform

physical activity (USDHHS, 1996)

Terminology

Limiting Factors on Fitness Test Performance

Trainability

GeneticPredisposition

Activity

Fitness is a product that many can’t reach, no matter how hard they try

Fitness as an outcome sends the wrong message If you pass the test you are healthy and don’t need

to be active If you fail the test and are active, it says you are

unfit…so why try? Some people are non-responders to fitness

activities Winning the battle and losing the war Am I anti-fitness?

Is Fitness the Right Goal for Youth?

Dance

Exercise

Sports

Recreation

Leisure Activities

Others

CDC’s Review of School Physical Activity and Academic Performance

Association between school-based PA and academic performanceCognitive abilities and attitudesAcademic behaviorsAcademic performance

Areas included:Physical education classesRecessClassroom breaksExtracurricular

Big Picture Findings The 43 articles (50 studies) included 251

tested associations between physical activity and academic performance

The most commonly measured indicator of academic performance was cognitive skills an abilities (112 of 251 associations tested)

50.5% of all associations tested were positive.

1.5% of all associations tested were negative (4 of 251)

So What?

PA can impact academic performance PA can have an impact on cognitive

skills and attitudes and academic behavior

Time allocated for PA or PE does not appear to adversely impact, academic performance

So how do wedo this?

National Physical Activity Plan National Association for Sport and Physical

Education American Heart Association Centers for Disease Control and Prevention National Football League

National Support

The Need for a Champion If schools are leaders, who leads the

leader? Who has the training and background? Who can be a champion?

Physical educatorHealth educatorExtension agents/Family resource personnelNursesParents

A village?

QualityPhysical Education

Standards-based curriculum

Best practices for instruction FRIG’N PE

Student centered Focuses on PA and

makes it the core of the program

Pangrazi, R. & Beighle, A (2013) Dynamic Physical Education for Elementary School Children. Pearson; San Francisco, CA.

Prepares students for a lifetime of activitySuccessAttitudes, skills, and

knowledge 30 minutes of quality

PE can contribute 20% of a child’s physical activity per day

50% MVPA?????? Daily Steps PE Steps0

2000400060008000

1000012000140001600018000

Lowest ActiveMiddle ActiveHighest Active

PE Contribution

Classroom Physical Activity

Classroom PA is one area in which children can accumulate valuable amounts of physical activity throughout the school day.

Likewise, PA provides an alternative context in which teachers can introduce academic content.

Physical Activity Levels

Integration provides valuable amounts of PA at various intensity levels for children (Erwin et al., in press; Oliver, Schofield, & McEvoy, 2006; Stewart et al., 2004)

Value and enjoyment of PA

(Lowden et al., 2001)

Classroom-Based Physical Activity and Learning PA does not detract

(Ahamed et al., 2007; Della Valle et al., 1986; Maeda & Randall, 2003)

On-task behavior (Mahar et al., 2006; Maeda & Randall, 2003; Molloy, 1989)

Concentration (Lowden et al., 2001; Norlander et al., 2005)

Memory (Della Valle et al., 1986)

Comprehension (Uhrich & Swalm, 2007)

Reading and math skills (Fredericks et al., 2006)

Intensity

Intensity is related to performance (Castelli et al., 2011)

Light PA = attentional reset Moderate PA = lasting effects up to 60-mins Vigorous PA = Initial fatigue, but effects last

longer (Phillips, 2011; Tomporowski, 2003)

Teacher Perceptions Facilitators

Importance of children’s PA (Parks, Solmon, & Lee, 2007)

Willing to integrate movement (Parks, Solmon, & Lee, 2007)

Fun (Lowden et al., 2001)

Children enjoy it (Lowden et al., 2001)

Positive part of students’ day (Lowden et al., 2001)

Teacher Perceptions

BarriersLow priority for health/physical education (Dwyer et al., 2001)

High priority for standardized testing○ PA/PE not tested

Lack of significant infrastructure○ Inadequate facilities and/or equipment

Teacher Perceptions

Teachers employing little or no integration of movement into classrooms (Parks, Solmon, & Lee, 2007)

Need support to successfully integrate (Parks, Solmon, & Lee, 2007)

Practical Strategies Tie PA to academic content

Deal or No DealFebruary 22, 2012 Math

Grade Level – 4th  Formation – Scattered Equipment: None Rules/Directions:

Write math expression on board (this can be a basic problem up to inequalities or order of operations).

If the problem is true, the students do a locomotor activity. If it is false they do a non-locomotor activity.

If false, they must decide how to make the statement true. They must then tell a neighbor how to make it true and explain the correct answer.

Practical Strategies Tie PA to academic content Use available resources

Activity Cards (Pangrazi, Beighle, & Pangrazi, 2009)

Word movement collection

STANDING SIT-UPS

PLAY THE DRUMS

AIR GUITAR

SPRINKLER SHOOT BASKETS

JUMPING JACKS

LAWNMOWER

SWING A BAT

MARCH HULA HOOP

TWIST CHARLIE BROWN

CHAIR DIPS

HOPS SPEED BAGS

SQUATS STAR JUMP NORDIC TRACK

WASHING MACHINE

BICEP CURLS

Practical Strategies Tie PA to academic content Use available resources

Activity Cards (Pangrazi, Beighle, & Pangrazi, 2009)

Word movement collection Select appropriate times for activity breaks Organize laminated cards Create space in classroom

Practical Strategies Provide PE

preparation coursesIce BreakersActive RecessSchool PartiesVideos

Provide PD for classroom teachersMake them aware of

resourcesManagement

○ Freezing○ Grouping○ Instruction time○ Retrieving equipment

Practical Strategies

Vary instructional areas within each classroom

Hands-on learning Stability balls as chairs? Standing desks?

Recess

The Fourth R (Waite-Stupiansky & Findley

2001)

“Time scheduled during the school day but outside the classroom allowing students to participate in both physical and social activities of their choosing” (Beighle, 2012)

Provides time to:Refresh the brainSocializeHave funSolve problemsPlayBe active?????

What We Know about Recess Girls are active 15%-52% of recess time; Boys are active

16%-68% of recess time

Recess can contribute as much as 40% of a child’s daily physical activity

Only 12% of states require recess

Only 20% of districts have wellness policies requiring recess

Recess offered throughout the day can improve student behavior and concentration

Source of Data: United States Department of Education, NCES, Fast Response Survey System, 2005

Series1

0 2 4 6 8 10 12 14 16 18

School Locale

Rural

Town

Urban Fringe

City

Percent of Schools Reporting No Recess0 2 4 6 8 10 12 14 16 18 20

6.8

17.8

8.3

5.3

Region

West

Central

Southeast

Northeast

Percent of Schools Reporting No Recess

0 2 4 6 8 10 12 14 16 18

3.3

6.3

5.72

16.67

Percent Minority En-rollment

>50%

21-49%

6-20%

<6%

Percent of Schools Reporting No Recess

Series1

0 5 10 15 20 25

4.3

5.38

6.23

21.7

Free and Reduced Lunch

>75%

50-74

35-49%

<35%

Percent of Schools Reporting No Recess

Increase Physical Activity During Recess: What works?

Training recess

supervisors Connolly & McKenzie 1995;

Huberty, Siahpush, Beighle et al 2010

Painting playgrounds

with murals and lines Loucaides, Jago, and Charalambous 2009;

Ridgers, Stratton, Fairclough et al 2007; Stratton

and Mullan 2005)

What Works?

Dividing the play space into

“activity zones”Ridgers, Stratton, Fairclough, et al 2007

Providing recess

equipment encourages

children to be activeVerstraete, Cardon, De Clercq, et al 2006

Integrating several low-cost

approaches can increase

student physical activityLoucaides, Jago, and Charalambous 2009; Huberty,

Siahpush, Beighle et al 2010

Points to Ponder

More frequent, but shorter, recess periods

Unintended consequences of policies suggesting activity time during recess can not be taken away for punishment

Temperature policies Recess before lunch Extra recess as a reward or party “treat”

Physical activity during the school day: What can it mean

1. Erwin, et al (2011). Health Promotion Practice2. USDHHS (2000). Healthy People 2010.3. Beighle, et al (2006). Journal of School Health

Activity Minutes Offered/day

Minutes Active/day

Classroom breaks (3/day x 7 min ea.)1 21 12

Quality Physical Education (60 min/week)2 12 6

Recess (one 15 min/day)3 15 12

Total Physical Activity During School 48 30

Physical activity and schools Physical activity is warranted

Health and academic benefits Schools offer an excellent opportunity

but a champion is essential Start small and with those who are

interested Be persistent Remember, “It’s about kids”

Aaron Beighle

beighle@uky.edu