Physical Activity in our Schools

Introductions

Introduction to Comprehensive School

Physical Activity Programs

Spring Board to Active Schools is an initiative of National Network of Public

Health Institutes and Health Resources in Action through cooperative

agreement with CDC.

Springboard to Active Schools is an initiative of the National Network of Public Health Institutes (NNPHI) and Health Resources in Action (HRiA) through Cooperative Agreement CDC-RFA-DP16-1601 with the Centers for Disease Control and Prevention (CDC).

Overview Slide

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Whole School, Whole Child, Whole Community

Comprehensive School Physical Activity Program

National Guidance and Strategies

CSPAP Plan

Education and Health

Whole School, Whole Child, Whole Community

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Comprehensive School Physical Activity Program

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To provide a variety of school-based physical activities to enable all students to participate in 60 minutes of moderate-to-vigorous physical activity each day.

National Guidance and Strategies

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Demonstrates the knowledge and skills to achieve and maintain a

health-enhancing level of physical activity and fitness.

CSPAP Plan

1 • Establish a team/committee and designate a

PAL

2 • Conduct a needs assessment

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• Create vision, goals, and objectives

4 • Identify intended outcomes

5 • Develop your CSPAP plan

6 • Implement

7 • Evaluate

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Assessing the Landscape

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Over or Under Activity

What percentage of K-12 schools require physical education at least three days per week for the entire school year?

Over or Under 25%

Under 11.5%

• Only 3.7% K-12 schools require PE daily. • The percentage of High School reporting daily PE attendance decreased

from 41% 1991 to about 27% in 2013.

Of K-12 schools require physical education at least 3 days per week for the entire school year.

What percentage of elementary schools had students in grades K-5 participate in regularly scheduled recess during the school day?

Over or Under 75%

Over 90%

• On average, elementary schools with regular scheduled recess are 27 minutes. • 34% had 6th participate in regular scheduled recess.

Of elementary schools had students in grades K-5 participate in regularly scheduled recess during the school day.

What percentage of schools offer intramural sports programs or physical activity clubs to students?

Over or Under 50%

Over 54%

• 27% high school students nationwide are physically active every day. • Since 2000 the percentage of schools that offer community activity

programs has decreased.

Of schools offered intramural sports programs or physical activity clubs to students.

Changes in PA Among Youth

28.7 27.1 27.1

2011 2013 2015

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Percentage of High School Students Who Were Physically Active at Least 60 Minutes Per Day on all 7 Days,* 2011-2015

* Doing any kind of physical activity that increased their heart rate and made them breathe hard some of the time during the 7 days before the survey.

National Youth Risk Behavior Surveys, 2011-2015

What grade does the Unite States get for overall physical activity for children and youth? (60minutes five days a week)

Over or Under C

42.5

36.1

48.6

7.5

3.0

11.7

5.1 2.8

7.3

Overall Girls Boys

Age 6-11 years Age 12-15 years Age 16-19 years

Based on accelerometry data from the 2005-06 National Health and Nutrition Examination Survey (NHANES)

Overall Physical Activity

“According to the National Survey of Children’s Health,…32 percent of children in Alaska, exercise, play a sport, or participate in physical activity for at least 20 minutes everyday that made [him/her] sweat and breathe hard. On the other hand, ……children aged 6-17 is 28.8 percent of Alaskan children exercise 3 days or less.”

What do we know about physical activity in Alaska children: Results from wearable technology:

SQORD Boosters Mouhcine Guettabi∗

July 10, 2017

Reflection Write

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Vote with Your Feet

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Agree or Disagree

In your schools or districts, most people think that physical activity will cause children to not pay attention in

class.

Reflection

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Agree or Disagree

In your schools or districts, most teachers and administrators understand that physical education and physical activity enhances academic achievement.

Reflection

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In your schools or districts, physical activity is integrated into subjects other than physical education.

Agree or Disagree

Reflection

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Recess: Definitions, Policies and Strategies

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Recess Cartoon

Definition of Recess

• A regularly scheduled period within the school day for physical activity and play that is monitored by trained staff or volunteers.

• Recess is a period of time when students are encouraged to be physically active and engaged with their peers in activities of their choice, at all grade levels, kindergarten through 12th grade.

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Benefits of Recess

• Improving students’ social and emotional development (e.g., learning how to share and negotiate).

• Improving students’ memory, attention, and concentration.

• Helping students stay on-task in the classroom.

• Reducing disruptive behavior in the classroom.

• Increasing students’ level of physical activity.

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UAA ISER researcher Mouhcine Guettabi started research in the Fall of 2014 with the Anchorage School District, Providence Health & Services Alaska, Healthy Futures and the State of Alaska.

In addition to the study schools, about 6,000 Sqords were activated and distributed to 36 schools in the fall of 2015. Another 16 schools—4,000 Sqords—were added last spring. Some of the findings from the non-study schools included: • Students are least active on Sundays. • Students earn most of their points between 11 a.m. and 4 p.m. • The highest average number of hourly points were earned from 11 a.m. to noon. • A lack of computer access didn't adversely affect physical activity.

National Guidance on Recess

• Provide all students in kindergarten through 12th grade with at least 20 minutes of recess daily (or a similar daily period of physical activity).

• Prohibit the replacement of physical education with recess or the use of recess to meet time requirements for physical education policies.

• Provide schools and students with adequate spaces, facilities, equipment, and supplies for recess.

• Ensure that spaces and facilities for recess meet or exceed recommended safety standards.

• Prohibit the exclusion of students from recess for disciplinary reasons or academic performance in the classroom.

• Prohibit the use of physical activity during recess as punishment. • Provide recess before lunch. • Provide staff members who lead or supervise recess with ongoing professional

development.

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Reflection

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National Guidance on Recess

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Policy

Practice

20 minutes per day

Categories

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Category 1: Make Leadership Decisions • Identify and document recess policies. • Put documented recess policies into practice

and revise as needed. • Develop a written recess plan. • Designate spaces for outdoor and indoor

recess. • Establish weather guidelines to ensure

student safety. • Train school staff and volunteers for recess.

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Category 2: Communicate and Enforce Behavioral and Safety Expectations

• Establish and communicate behavior management strategies.

• Teach conflict resolution skills. • Ensure that recess spaces and facilities meet

recommended safety standards.

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Category 3: Create an Environment Supportive of Physical Activity During Recess

• Provide adequate physical activity equipment. • Add markings to playground or physical

activity areas. • Create physical activity zones. • Provide planned activities or activity cards. • Provide a combination of recess strategies.

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Category 4: Engage the School Community to Support Recess

• Establish roles and responsibilities for supervising and facilitating recess.

• Involve students in planning and leading recess. • Mobilize parents and others in the school

community to support and sustain recess at school

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Category 5: Gather Information on Recess

• Track physical activity during recess. • Collect information on recess to show the effect

on student and school outcomes.

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Putting It into Action

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Recess Planning in Schools

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Scenarios • Scenario 1: Holmes Junior High School is a rural school in South Dakota serving low-income students in

grades 5-8. Last year, their school’s wellness council was reinstated after many years of inactivity. The wellness council completed the School Health Index and determined that one of their goals for the 2017-2018 school years is to begin having daily recess for all grade levels. They’ve started writing out a policy and a plan, but the council is concerned about weather and safety guidelines and ensuring they have adequate space for recess. This is a new initiative for them, so their goal is to ensure the students have a safe space to have recess no matter the weather.

• Scenario 2: Chen Elementary is in Miami, Florida serving students in grades K-5, and they are practically experts at recess! They have held daily 20 minute recess for all students for the last five years and have strong policies and guidelines around recess (both indoor and outdoor), weather, safety and supervision. However, their school board is considering a schedule change that would make it difficult to continue with their daily recess practices. Administrators want to track the physical activity that’s happening during recess and collect information on recess in order to make the case to the school board about why keeping daily recess is so important at their school.

• Scenario 3: Monroe High School is a large urban school in Chicago serving students in grades 9-12. They have a student-led wellness team that is interested in figuring out ways to provide more periods of physical activity during the day. The wellness team polled students and found that students wanted areas around the campus where they could go to do physical activity. With that in mind, they want to figure out ways to designate physical activity zones and stock the areas with adequate equipment and activity cards.

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Classroom Physical Activity

Date

Springboard to Active Schools is an initiative of the National Network of Public Health Institutes (NNPHI) and Health Resources in Action (HRiA) through Cooperative Agreement CDC-RFA-DP16-1601 with the Centers for Disease Control and Prevention (CDC).

Classroom Physical Activity: Definitions and Policies

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Definition of Classroom Physical Activity • Classroom PA includes any physical

activity done in the classroom during the school day

• It includes: • Activity during academic classroom

instruction • Breaks from instruction specifically

designed for physical activity

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Other terms: • Brain

booster (vs. brain break)

• Academic Accelerator

Benefits of Classroom Physical Activity

• As part of planned academic lessons: • Improves academic achievement, attention-to-task behaviors, attentiveness

• As part of physical activity breaks: • Allows for mental/physical breaks from school tasks • Brain can consolidate information better retention and retrieval

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National Guidance on Classroom PA (Proposed) • Develop a comprehensive school physical activity plan that includes classroom

PA • Use classroom PA as opportunities to reinforce skills taught during physical

education • Incorporate physical activity into lesson plans and/or as breaks from academic

subjects • Provide appropriate time for physical activity breaks (physical activity breaks can

last up to 30 minutes, but are typically between 5-15 minutes long) • Ensure that barriers to performing classroom physical activity such as equipment

and available space are minimized • Involve teachers in the planning, development and/or selection of classroom

physical activity materials and procedures

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Reflection

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Draft Strategies for Classroom Physical Activity

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Make leadership decisions

Communicate and enforce behavioral and

safety expectations

Create a classroom environment supportive

of physical activity

Engage the school community to support classroom PA

Gather information on classroom PA

• This guide can be found online on both CDC and SHAPE America’s websites.

• https://www.cdc.gov/healthyschools/physicalactivity/cspap.htm • http://www.shapeamerica.org/cspap/

Questions and Comments