Aaron Beighle, Ph.D.. Physical Activity: A leading health indicator o Active adults have a decreased...
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Aaron Beighle, Ph.D.. Physical Activity: A leading health indicator o Active adults have a decreased risk of: o Heart disease o Stroke o Type 2 diabetes
Physical Activity: A leading health indicator o Active adults
have a decreased risk of: o Heart disease o Stroke o Type 2
diabetes o High blood pressure o Metabolic syndrome o Colon and
breast cancers o Weight gain o Depression o Active children and
adolescents have: o Favorable body composition o Improved bone
health o Improved cardiovascular and metabolic health biomarkers o
Reduced symptoms of anxiety and depression o Reduced weight gain o
Decreased risk of depression DHHS. Physical Activity Guidelines for
Americans (2008)
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Healthier students are better learners Educationally relevant
health issues Vision and Hearing Pregnancy Violence Nutrition
Inattention Hyperactivity Physical Inactivity Others Health and
Learning Basch, 2010
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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
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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
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Limiting Factors on Fitness Test Performance
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Fitness is a product that many cant reach, no matter how hard
they try Fitness as an outcome sends the wrong message If you pass
the test you are healthy and dont need to be active If you fail the
test and are active, it says you are unfitso 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?
CDCs Review of School Physical Activity and Academic
Performance Association between school-based PA and academic
performance Cognitive abilities and attitudes Academic behaviors
Academic performance Areas included: Physical education classes
Recess Classroom breaks Extracurricular
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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)
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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
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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
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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 educator Health educator Extension agents/Family resource
personnel Nurses Parents A village?
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Standards-based curriculum Best practices for instruction FRIGN
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.
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Prepares students for a lifetime of activity Success Attitudes,
skills, and knowledge 30 minutes of quality PE can contribute 20%
of a childs physical activity per day 50% MVPA??????
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Classroom PA is one area in which children can accumulate
valuable amounts of physical activity throughout the school
day.
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Likewise, PA provides an alternative context in which teachers
can introduce academic content.
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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)
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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)
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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)
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Teacher Perceptions Facilitators Importance of childrens 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)
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Teacher Perceptions Barriers Low 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
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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)
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Practical Strategies Tie PA to academic content
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Deal or No Deal February 22, 2012Math 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.
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Practical Strategies Tie PA to academic content Use available
resources Activity Cards (Pangrazi, Beighle, & Pangrazi, 2009)
Word movement collection
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STANDING SIT- UPS PLAY THE DRUMS AIR GUITARSPRINKLERSHOOT
BASKETS JUMPING JACKS LAWNMOWER SWING A BATMARCHHULA HOOP
TWISTCHARLIE BROWN CHAIR DIPSHOPSSPEED BAGS SQUATSSTAR JUMPNORDIC
TRACK WASHING MACHINE BICEP CURLS
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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
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Practical Strategies Provide PE preparation courses Ice
Breakers Active Recess School Parties Videos Provide PD for
classroom teachers Make them aware of resources Management Freezing
Grouping Instruction time Retrieving equipment
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Practical Strategies Vary instructional areas within each
classroom Hands-on learning Stability balls as chairs? Standing
desks?
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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 brain
Socialize Have fun Solve problems Play Be active?????
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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 childs 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
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Source of Data: United States Department of Education, NCES,
Fast Response Survey System, 2005
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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 )
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What Works? Dividing the play space into activity zones
Ridgers, Stratton, Fairclough, et al 2007 Providing recess
equipment encourages children to be active Verstraete, Cardon, De
Clercq, et al 2006 Integrating several low- cost approaches can
increase student physical activity Loucaides, Jago, and
Charalambous 2009; Huberty, Siahpush, Beighle et al 2010
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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
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Physical activity during the school day: What can it mean
1.Erwin, et al (2011). Health Promotion Practice 2.USDHHS (2000).
Healthy People 2010. 3.Beighle, et al (2006). Journal of School
Health ActivityMinutes Offered/day Minutes Active/day Classroom
breaks (3/day x 7 min ea.) 1 2112 Quality Physical Education (60
min/week) 2 126 Recess (one 15 min/day) 3 1512 Total Physical
Activity During School 4830
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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, Its about kids