Quality Physical Education Works: Now What Do We Do? Harold W. (Bill) Kohl, Ph.D. Palm Beach, Aruba...
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- Quality Physical Education Works: Now What Do We Do? Harold W.
(Bill) Kohl, Ph.D. Palm Beach, Aruba June 2012 Professor of
Epidemiology and Kinesiology University of Texas and University of
Texas School of Public Health, Texas USA
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- Dr. Andrew Springer University of Texas School of Public
Health
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- 1 hour or more of PA every day. Most of the 1 hour should be
moderate-intensity of vigorous intensity PA. Vigorous intensity
activity on at least 3 days per week. Muscle-strengthening and
bone-strengthening activity on at least 3 days/ week. (USDHHS
2008)
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- Its where the children are. Existing resources and
infrastructure Trained and committed staff (teachers) Community
trust
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- Guidelines for health state goal of 60 minutes/day Even the
best PE classes only accelerate heart rate to a moderate- intensity
15-20 minutes Where should the remainder (40-45 minutes/day) come
from?
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- How can schools promote childrens physical activity beyond
PE?
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- Ecological Perspectives for PA School-Based Strategies for PA
Promotion
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- AusDiab Accelerometer Study: Increased breaks in sitting
beneficially associated with waist circumference, BMI, and other
physiological measures., independent of total sedentary time &
MVPA. (Healy et al., 2008). Canada Fitness Survey: Canadians who
reported most of day sitting had poorer long-term mortality
outcomes. Associations held even among those who were physically
active (Katzmarzyk 2009). Follow up AusDiab Study: Each 1-h
increment in TV time associated with increased risk of all cause
and CVD mortality rates, respectively (Independent of PA)(Dunstan
et al., 2010). U.S. (n=7744 men): >10hrs sitting/week in cars
& more than 23 hrs/week watching TV and in cars = 82% and 64%
increased risk of dying from CVD (Warren et al., 2010)
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- Substantial evidence that PA can improve academic achievement
(CDC, 2010, Review of 50 studies) Recess period of >15 minutes/1
or more times/day: improved class behavior scores (Barroso et al
09).
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- Policy Sallis et al., 2006 (Sallis et al 2006)
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- Opportunity for Physical Activity Times per week Minutes per
session Times during the day: before, during and after school.
Structured vs. Unstructured Structured: PE class; structured
activity breaks (classroom-based energizers; structured recess);
intramural sports Teacher-Led vs. Student-Led vs. Free-Play
Unstructured: Free-play activity time (e.g., recess) Quality of
Physical Activity How much time spent in MVPA? (Nader et al., 2003:
37%) How enjoyable is PA? (e.g., only running?)
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- Policy/Social Environment Mandated PA Time PE
Organization/Training Supervised Free-Play Time Activity Breaks
Community-School Partnership Active Commuting (i.e., walk/bike to
school) Built Environment
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- Policy/Social Environment Mandated PA Time PE
Organization/Training Supervised Free-Play Time (before, during,
after school) Activity Breaks Community-School Partnership Active
Commuting (i.e., walk/bike to school) Built Environment
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- Aim: to encourage middle school students to engage in 60
minutes of PA every day. Components Get ur 60 wristbands and cards
Discounts with community partner organizations (25+ organizations )
Prizes for wearing wristband/ being active Increased opportunities
for activity: Open Gym
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- Percentage of Open Gym Time 6-8 th Grade Students Engaged in
MVPA (n=5 schools) Spring 2010 Mean time: 24 min. Students: 45-100
Kelder, Springer et al., in process
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- Todays PA Menu (Delicious!) Zone A: Four Square Zone B: Soccer
Zone C: Hula Hoops Zone D: Freeze Tag
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- Policy/Social Environment Mandated PA Time PE
Organization/Training Supervised Free-Play Time Activity Breaks
Community-School Partnership Active Commuting (i.e., walk/bike to
school) Built Environment
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- Promoting Lifetime Activity in Youth (PLAY) (Pangrazi et al.,
2003; Ernst et al., 1999) Teacher-led games. (Connolly &
McKenzie, 1995) TAKE 10! (Stewart et al, 2004) KISS( RCT:
Switzerland) (Kriemler et al., 2010) ABC Activity Bursts in the
Classroom (Katz et al., 2010)
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- Energy Expenditure Profiles 8 7 6 5 4 3 2 1 6789101112123456789
a.m. p.m. METS
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- The Program Integrates 10 minute periods of physical activity
into school day combined with age-appropriate lessons of math,
science, language arts, etc.
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- The Program Designed to complement, not replace, other physical
activity opportunities such as physical education and after-school
programs.
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- Primary Core Academic Objectives GradeLanguage Arts MathSocial
Studies Science Kindergarten13 Lessons10 lessons7 Lessons7 lessons
1 st Grade14 Lessons9 Lessons7 Lessons4 Lessons 2 nd Grade13
Lessons7 Lessons5 Lessons 3 rd Grade12 Lessons7 Lessons6 Lessons5
Lessons 4 th Grade12 Lessons7 Lessons5 Lessons7 Lessons 5 th
Grade12 Lessons6 Lessons5 Lessons7 Lessons
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- GradeHealth and Nutrition Character Education Physical
Education Kindergarten3 Lessons6 Lessons30 Lessons 1 st Grade3
Lessons4 Lessons30 Lessons 2 nd Grade7 Lessons4 Lessons30 Lessons 3
rd Grade7 Lessons4 Lessons30 Lessons 4 th Grade10 Lessons5
Lessons30 Lessons 5 th Grade7 Lessons6 Lessons30 Lessons Secondary
Curriculum Objectives
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- Frequency of Teacher Implementation, TAKE 10! 1999 - 2001 Times
per week Percent
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- Texas SB 19/530: 30 minutes daily structured PA Austin
Independent School District WOW Time Objective: To assess the
effect of low-cost strategies for promoting childrens MVPA during
recess and WOW time (3 rd grade). Strategies: Peer-led Games
Approach Teacher-led Approach Playground Markings Funding: Michael
& Susan Dell Foundation
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- Active Play Project Peer-Led Games Process Student Teams (3 rd
Grade) Leadership Roles High Activity Games (CATCH) Process &
Guidelines Lessons Learned so far Students = capable High
satisfaction Training needed
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- Methods SOFIT-R 8 schools (>60% econ disadvantage) October,
November, Dec 2009 2 classes/school, n=77 observations Mean minutes
of recess = 21 Initial Findings: 66.4% of time in MVPA Boys: 71.2%
vs. 61.6% in girls (p