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
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
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
Slide 3
Dr. Andrew Springer University of Texas School of Public
Health
Slide 4
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)
Slide 5
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?
Slide 8
How can schools promote childrens physical activity beyond
PE?
Slide 9
Ecological Perspectives for PA School-Based Strategies for PA
Promotion
Slide 10
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)
Slide 11
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)
Slide 17
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?)
Slide 18
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
Slide 19
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
Slide 20
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
Slide 21
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
Slide 22
Todays PA Menu (Delicious!) Zone A: Four Square Zone B: Soccer
Zone C: Hula Hoops Zone D: Freeze Tag
Slide 23
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
Slide 24
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)
The Program Integrates 10 minute periods of physical activity
into school day combined with age-appropriate lessons of math,
science, language arts, etc.
Slide 28
The Program Designed to complement, not replace, other physical
activity opportunities such as physical education and after-school
programs.
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
Slide 34
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
Slide 35
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