Slide 1

Aaron Beighle, Ph.D.

Slide 2

Slide 3

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)

Slide 4

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

Slide 5

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

Slide 6

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

Slide 7

Limiting Factors on Fitness Test Performance

Slide 8

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?

Slide 9

Dance Exercise Sports Recreation Leisure Activities Others

Slide 10

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

Slide 11

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)

Slide 12

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

Slide 13

Slide 14

Slide 15

Slide 16

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

Slide 17

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?

Slide 18

Slide 19

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.

Slide 20

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??????

Slide 21

Slide 22

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

Slide 23

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

Slide 24

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)

Slide 25

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)

Slide 26

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)

Slide 27

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)

Slide 28

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

Slide 29

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)

Slide 30

Practical Strategies Tie PA to academic content

Slide 31

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.

Slide 32

Slide 33

Practical Strategies Tie PA to academic content Use available resources Activity Cards (Pangrazi, Beighle, & Pangrazi, 2009) Word movement collection

Slide 34

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

Slide 35

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

Slide 36

Slide 37

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

Slide 38

Practical Strategies Vary instructional areas within each classroom Hands-on learning Stability balls as chairs? Standing desks?

Slide 39

Slide 40

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?????

Slide 41

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

Slide 42

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

Slide 43

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 )

Slide 44

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

Slide 45

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

Slide 46

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

Slide 47

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

Slide 48

Aaron Beighle beighle@uky.edu