OPAL Pedometer Challenge Package

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Contents PageForeword..................................................................03

Aims and Objectives.................................................03The Challenge (Overview)........................................04What can OPAL provide?..........................................05Responsibilities of OPAL and Teachers.....................05-06How to Use the Pedometers.....................................06Individual Challenges and Rewards..........................06-07Class Challenges and Rewards.................................07Lesson Plans.............................................................08-16Teachers Support Materials.....................................17-26Teachers evaluation form........................................27Student evaluation form..........................................28Student brochure.....................................................29Parent brochure.......................................................31

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Foreword:OPAL has launched it’s forth theme “Think Feet First. Step, cycle, scoot to school.” This theme involves encouraging families and children to consider using active travel (walking, riding and other non-motorised modes of travel) as a way to get to and from school and other destinations. It also encourages families to use active travel for part of a journey where walking all the way is not a viable option.

As part of the current theme OPAL is working with schools to implement Pedometer challenges in the local area. Pedometer challenges aimed at primary school classes in the area will promote active travel in children. Children who actively travel have higher levels of physical activity and improved fitness compared with children who do not walk or cycle to school1 and children who are physically active are healthier, happier, better able to concentrate and more socially connected than children who have more sedentary lifestyles2 3. The OPAL Pedometer Challenge is based around walking, however the pedometers can also be used during other forms of physical activity, such as sports or other games that the students undertake during the game.

Aims and objectives:The OPAL Pedometer Challenge aims to increase awareness and promote active travel amongst primary school students and those involved with the schooling community. Health and physical activity guidelines suggest that children should accumulate at least 60 minutes (and up to several hours) of moderate to vigorous physical activity every day4 however the OPAL Pedometer Challenge aims students to achieve at least 2000 steps per day by the end of the 4 week program. The key objective of the OPAL Pedometer Challenge is for students to continue to be physically active and use non-motorized forms of transport to get to and from school and other destinations. The reason we have chosen to do pedometer challenges in schools is that they are easy to implement and use, accurate, emphasise participation over skill, are motivating and enable children to set their own goals.

1 Davison KK, Werder JL, Lawson CT. Children’s active commuting to school: current knowledge and future directions. Prev Chronic Dis 2008;5(3). http://www.cdc.gov/pcd/issues/2008/jul/07_0075.htm. Accessed [13/04/2012].2 US department of Health and Human Services (2008). Physical Activity Guidelines: Advisory Committee Report3 World Health Organisation (2008). Physical activity and young people. Geneva, World Health Organisation 4 Department of health and aging (2004). Australia’s physical activity recommendations for 5-12 year olds. Canberra, Department of health and aging Page | 3

The challenge (Overview):During the 4-week challenge individual pedometers will be handed out to each student in the class at the start of the day and it will be the student’s responsibility to look after and wear the pedometer throughout the day. Pedometers will then be collected at the end of the day by the teachers and results from the day will be recorded. Each morning the pedometers are zeroed. The overall we are aiming for students to achieve a minimum of 2000 steps within the schooling day.

Ultimately it is up to you to decide how you would like to work towards the students achieving their 2000 steps per day. You may wish to do an entire class challenge for students to collaboratively work towards, or you may wish to let the students each set their own challenges of trying to achieve 2000 steps per day. Please see pages 6-7 which describes some ideas that you might like to use. You are also able to set your own challenges, as long as they aim to get students to take 2000 or more steps per day.

During the 4 week challenge you may like to incorporate some lesson plans to teach students more about pedometers and help them to achieve their 2000 steps during the day. Please see pages 8-17 for a range of lesson plans that you can undertake with your class.

If you would like to there is a range of ways that you can reward you class and individual students for achieving milestones or displaying improvement or determination. These are listed on pages 6-7 and include things like walker of the week and walk of fame. You also would have received some prizes to use with students as you would like.

Pedometers can also be taken home by responsible and trustworthy students, it is up to you as the teacher to decide if you want to allow students to take them home or not. If students are to take the pedometers home they must sign a pedometer loan agreement form so that they have a sense of responsibility and ownership over the equipment. The ‘pedometer loan agreement form’ and ‘teachers pedometer tracking sheet’ can be found in the support materials section on page 25.

It is important that during the pedometer challenge that you encourage walking when ever possible to get students into the mind set of using their bodies for transport and create a culture of activity in your class. For example take the long way round to your next class, instead of sitting down for a lesson stand up or go outside and do some learning while walking around, if students want to answer a question maybe the could stand up and stamp their feet!

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What can OPAL provide?OPAL are providing the school with the following:

The Pedometer Challenge Resource (including information, lesson plans and teachers resources/support materials)

Pedometers for the students (including up to 15 replacement pedometers per class if they are lost, broken or damaged)

An OPAL ‘Think Feet First’ challenge poster

Australian Guide to Healthy Eating poster for classes

Prizes (OPAL merchandise) for:o Students who achieve the outlined milestones of 10,000 steps,

30,000, and 50,000 steps, (one per student per milestone)o Students that make it into the walk of fame or win the walker of

the week award (one per student, if teachers choose to implement these)

o Classes that achieve their class goal (one per student) o

Teacher’s responsibilitiesTeachers are responsible for:

Implementing the pedometer challenge ideas provided, or any challenges that they would like to run, ensuring that the pedometers are used correctly and returned at the end of the day

Recording the number of steps students take at the end of each day in the Weekly recording sheet and 4 week recording sheet (recording sheets found in teachers support materials section)

If desired working with other teachers that are incorporating the pedometer challenge to have a competition between the classes

Informing OPAL of a need for replacement pedometers Setting up and maintaining the wall of fame, if you choose to run it, and what

special privileges or prizes they want to use (contact OPAL if you would like us to provide extra prizes)

Setting up, maintaining and determining how to share the walker of the week as well as determining privileges and prizes (contact OPAL if you would like us to provide extra prizes)

If desired setting up an intra-school pedometer challenge with other classes participating in the challenge in your school

Participating in evaluation of the pedometer challenge program by providing feedback to OPAL about what programs that you have run and how they went

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Organising permission slips and staff for duty of care (required for lesson plan 4 only)

How to use the pedometers:Placing the pedometer in the right position is very important. Follow the steps below to ensure you find the right position.

1. It is important to note that the pedometers will only work accurately if the pedometer is positioned both horizontal to the ground and positioned up right in a vertical plan (See figure 1).

2. Attach the pedometer to your belt or waistband and position the pedometer directly in line with your knee, over your dominate foot (see figure 2).

3. To test your pedometer, position correctly and press the ‘mode’ button until the arrow lines up with the ‘Step’ marker. Press reset to clear the pedometer back to 0. Count out 30 steps without looking at the pedometer then look to see if the pedometer recorded the same reading. A 10% accuracy rule is generally accepted, if the inaccuracy is greater than this try moving the pedometer closer to your hip along the belt or waistband. If you still cannot get an accurate reading you may need to replace the battery in the pedometer.

Individual challenges and rewards during the program:Milestones: It is important to tally Individual daily results throughout the pedometer challenge so rewards and benefits can be given to students who achieve a certain total number of steps throughout the 4-week challenge. The milestones for total steps should be awarded throughout the 4 weeks not just at the end. The milestones for the OPAL pedometer challenge are; 10,000 steps, 30,000 steps and 50,000 steps. OPAL are providing prizes for those who reach the milestones (one per student per milestone).

Walk of fame: A “walk of fame” wall can also be used throughout the 4-week challenge, in which students who take over 50,000 steps can have their photo on the wall, with a brief interview or quote on why they enjoy active travel. These “walk of fame” students could also be rewarded with special privileges such as discounts at the canteen for the remainder of the challenge. A “walk of fame” template can also be found in the support materials section, page 13-21. Page | 6

Figure 1: Figure 2:

Walker of the week: A “walker of the week” award can also be handed out by the teachers to encourage students walking progress. This award is not necessarily handed out to the student who accumulated the most steps it could be given to someone who; is a new walker, is a consistent walker, an improved walker or a walker who was seen doing something safe like using the crossing properly or helping another student. The “walker of the week” could be introduced at the weekly assembly or featured in the newsletter to raise awareness. These students could also receive special privileges for the following week. A “Walker of the week” template can also be found in the support materials section, page 13-21.

Class challenges and rewards:As well as individual challenges and rewards the OPAL Pedometer Challenge also incorporates class challenges and class rewards. The class room challenges are very much determined on the number of students in the class. Similar to the individual challenges the class challenges are based around the total number of steps; however class challenges are based around the total number of steps taken by the entire class. The class needs to work together to achieve the end target goal, this target goal should be calculated by:

Number of students x 40,000 (2000 steps per day across 4 weeks, excl weekends)

= 4-Week total Class Goal!

If the class reaches the 4-week class goal the students are rewarded with some OPAL merchandise, such as Frisbees, mini balls, drink bottle etc. The class is to be shown the weekly total of the class steps taken to keep students on track with their goal, or to readjust the target goal if it is too easy or difficult.

Think Feet First Goal Thermometer: A goal thermometer can be used during the 4-weeks to display how many steps the class has taken, and how many more steps are required to reach the class goal. The poster requires teachers to set a target on how many steps the class can achieve during the 4-weeks. At the end of the week teachers can colour in the progress the class has made on the thermometer. The class’s total number of steps and progress can then be published in the weekly newsletter to raise awareness on active travel. A “Think Feet First” goal tracking poster is provided in the teachers support material.

Lesson plans:OPAL has provided a number of pedometer based lesson plans that can be used by the teachers to:

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Increase the level of physical activity in students (in particularly walking) Increase the number of steps and distance of students for the individual and

class challenges and rewards Increase students knowledge about; different types of physical activity, daily

activity requirements, healthy eating and energy expenditure Encourage students to enjoying walking and other forms of physical activty

We understand that teachers have very busy schedules. Therefore teachers can choose to do as many or as few lesson plans as they desire. Or if you have your own challenge that you would like to do, you are most welcome to incorporate that too!

Lesson Plan 1 – Introduction to pedometersTime Requirements and suitability:

40 minutes, suitable for all primary school year levels

Equipment Required:

Pedometers

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Learning Objectives:

Provide students with a chance to explore how the pedometer works, whilst taking part in some physical activity.

Before You Start:

Discourage students from shaking the pedometer to artificially increase step counts by having a “You shake it, we take it” rule.

Teach students how to place pedometers correctly on themselves. The pedometer should be worn on the waistband or belt, in line with the left or right kneecap parallel to the ground. Use the information on page 6 to assist you.

Activities:

To test whether pedometers are working correctly, get students to count out 30 steps walking in a straight line, then get students to compare their actual number of steps to the pedometers reading (a 10% error, or 3 steps below or above of 30, is generally accepted).

Once students have their pedometers working and fitted properly move into some introductory activities such as;

1. How many steps can you accumulate in 30 secs?2. How many steps do you accumulate in 1 minute of jumping jacks?3. Perform 10 repetitions of a variety of activities and see how well the

pedometer counts them. Examples include jump, baby steps, giant steps, hops, slides, gallops, fast walk, slow walk, backward walk, jumping jacks, twists, skips, crunches. Discuss why some movements record more accurately than others.

4. Have students stand at a starting point and estimate how many steps it would take to reach various other points in the playground. Check estimates by walking the distances with their pedometer.

5. Get the students to time how long it takes to get from one location in the school to another

Lesson Plan 2 – Energy expenditure and physical activityTime Requirements and suitability:

40 minutes, suitable for yr5 students+

Equipment Required:

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Food and drink packaging for junk food that include nutrition labels, pedometers, equipment for physical activity (chosen by teacher), calculators

Learning Objectives:

Introduce students to how much physical activity is required to burn off the kilojoules provided by unhealthy foods such as chocolate bars and chips.

Introduce students to the concept that weight gain occurs when excess kilojoules are not burnt off, and weight loss occurs when the body burns more kilojoules than the nutritional intake of kilojoules.

Introduce students to the concept of healthy/unhealthy eating and the effect on the body

Enable students to utilise maths and literacy skills during the lesson

Before You Start:

Teach students how to set up and use the calorie counter feature on the pedometers. To do this:

1. Press the ‘MODE’ button until the arrow on the display is pointing to the Kcal marking

2. Press the ‘SET’ button to input your body weight (kg), continue pressing the ‘SET’ button until your correct weight is displayed (30 to 150kg)

3. Once the value is set allow the pedometer to idle for 3 seconds until it reverts back to the calorie mode.

4. The counter will start when motion is detected

EXAMPLE OF HOW TO RUN THE LESSON:

Once students have set up the calorie counter feature on their pedometers, get them to engage in 20 minutes of physical activity chosen by teacher or students. After the 20 minutes get students to check how many calories they have burnt during the activity and record this figure. The more active the session is the more calories that the students will burn.

Get the students to return inside and record how many calories their pedometers say that they have burnt. Students will have different answers because of their gender, height, weight and how much running around they did. You may want to talk about why this is- for example:

Everyone is different and has different shaped bodies. The amount of calories we burn when we do exercise is dependent on many factors such as our height, weight, Page | 10

gender and the level of intensity (or how hard we exercise). If you do only gentle exercise, like walking, you will burn fewer calories than if you are running around during a game of football or basketball.

Introduce students to the concept that our bodies need energy to move, and we get this energy and all the nutrients we need from the food we eat.

DISCUSSION QUESTIONS: 1. What parts of the body will be healthy if we eat plenty of healthy foods?

Answers include: Strong muscles Healthy heart Strong bones and teeth Healthy digestive system Healthy brain - good concentration Healthy eyes, skin and hair

2. What do you think would happen if we eat the wrong foods for our body?

Answers include: Overweight/Obesity Feel sick (ie tired/lethargic, get sick easily) Can make us sick as we get older

3. Foods we should avoid are those that are: High in fat High in sodium Low in fibre High in sugar Don’t contain many nutrients that are good for our body

4. Can anyone name any examples of foods we should avoid or eat very little of?Answers include:

Chips, chocolate, soft drink, biscuits, cakes, hot chips, pastries etcSome foods provide more energy/fuel than others. Although it is important to have enough fuel to move around, too much fuel can make us sick and cause us to put on weight. Therefore it is important to balance how much fuel from food we put in our bodies.

ACTIVITY: They can do this activity in groups, pairs or individually.Get students to look at the Nutrition Information Label on the back of their packet of junk food. DISCUSSION QUESTION:

1. Why is the nutrition label important?Answers: These nutrition labels are very important because they can tell us:

The ingredients used in the food

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If there is any nuts, dairy, gluten or other ingredients that people may be allergic too The number of servings the packet contains (so we don’t eat too much) How much energy (fuel) the food has per serving and per 100g so we can compare foods The amount of sugar, fat, protein and carbohydrates in the food (avoid foods with high amounts of sugar and fat) The amount of vitamins and minerals in the food (important for a healthy body)

2. Ask students to locate each of those things on the label.

3. Ask the students to determine: How many servings are in the packet How much energy/fuel your food packet has per serving (kilojoules or kJ) How much energy/fuel your food packet has per 100g (compare this with someone else’s packet). Does their food have more energy per 100g or less? What about the fat and sugar content? NOTE: when comparing the nutritional content of foods we do this by using per 100g column. This makes it easier to compare foods as they all come in different serving sizes.

4. Ask the students to look at how many calories they burnt during their physical activity session

5. Using a calculator, help students convert their calories burnt to kilojoules (kJ) by multiplying the number of calories they burnt by 4.184. For example; 100 calories is equal to 418kj.

6. Ask the students to look at kilojoules per serving on their packet. Was the energy/fuel you burnt during the exercise more or less than the energy/fuel of the food packet? How long would you have to do the activity to burn of the energy you would consume if you ate the junk food?

7. Use the Australian guide to healthy eating poster to get students to pick out some idea for better snacks for kids to have- e.g. fresh or tinned fruit, yoghurt, tinned tuna, veggie sticks, sliced cheese on wholegrain crackers, nuts, salad sandwich, smoothies etc.

8. Re iterate to students that chips, lollies, biscuits etc are sometimes foods and should only be eaten sometimes (1-2 times week or less) because they contain too much sugar, fat and salt and don’t give us any nutrients. Instead we should be eating foods from the AGHE everyday as these help our bodies to be healthy and strong.

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9. The end goal of the exercise is to teach students about the importance of choosing better snack choices as junk food is typically high in fat, sugar, kilojoules and salt but has little nutrients. If we eat these too often it can lead to chronic health problems later in life (high blood pressure, stroke, heart attack, high cholesterol etc) and may lead to excess weight gain. That is why it is important to eat a balanced diet and do exercise everyday.

An Australian Guide to Health Eating A4 poster has been issued as part of the pack.

Lesson Plan 3 – Physical Activity ComparisonsTime Requirements and suitability:

1 hour lesson, suitable for all primary school year levels

Equipment Required:

Pedometers, equipment to play soccer and equipment to play softball (or equipment to play a high intensity game and a low intensity game of your choice), calculators

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Learning Objectives:

Introduce students to the concept that the more intense the activity is the more steps they will take and the more energy they will expend. Also that low intensity physical activity over a longer period of time is just as effective as high intensity activities.

Enable students to do use mathematics skills

Activities:

The aim of this lesson plan is for students to compare different types of physical activity based on the number of steps they accumulate in doing the activity over a 15 minute period.

1. Over the hour the students will be engaging in 30 minutes of physical activity in total, split between two activities of different intensities- one high intensity activity for 15min and one low intensity activity for 15min. Softball and soccer are only suggested activities which can be changed if the teacher desires, however if the activities are changed the teacher should choose a high intensity and low intensity activity for comparison.

2. After each activity get the students to record how many steps they took3. When students have completed both activities they are to calculate which activity

results in the most number of steps, and the difference between the two activities. Students can then also calculate their ‘steps-per-minute’ of each activity (Steps per minute =number of steps taken/length of time).

4. Get students to complete the following guiding questions:A. Which activity resulted in the most number of steps per minute?B. Why do you think this was?C. How much longer you need to engage in the low intensity activity so that the

number of steps is equivalent to 15 minutes of high intensity activity?

L esson Plan 4 – Out of school walking excursion

Time Requirements and suitability:

Teacher’s preference, suitable for all primary school year levels

Equipment Required:

Pedometers

Learning Objectives:

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Enable the students to think about choosing active travel to other destinations in their community besides school, such as to the local park, shops or a friend’s house.

Introduce students to the concept that active travel is quick and easy. For example walking 1km takes just 10min at a slow walk.

Before You Start:The out of school walking excursion aims to explore a variety of places that are in walking distance of the school. Teachers will need to plan the walking route taking into consideration;

Length of the walk If you would like to tie it in with something like a scavenger hunt once you

reach your destination If you would like to tie this in with other lessons. For example if you are

learning about the environment why not tie this in with a trip to a local park, reserve, pond etc?

Safety (safe environment, minimal traffic) Possible walking destinations (playgrounds, parks, local businesses or services) Any risk management procedures Sharing the walk with the school and parents through taking photos, videos,

interviews and putting in newsletters or up around the school

Teachers can decide on the number of walking excursions the class participates in, and will need to inform parents and care givers on each walking excursion (A walking excursion consent form can be found in the support materials section). If practical and possible, you are welcome to invite parents and caregivers to participate and provide support in the walking excursions.

It may be useful to complete the walk prior to the event so that they become familiar with the area, and can gauge how long the walk is likely to take. You may also want to utilise www.mapmywalk.com to map out where you are going with the students or use as a map for them to follow on the walk.Lesson plan 5 - Pedometer Orienteering Time Requirements and suitability:

30 to 40 minutes, suitable for years 4+

Equipment Required:

Pedometers, compasses*

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Enable students to work together in groups

Utilise or learn skills in maths around using a compass

Before You Start:

Design an orienteering course with a number of stations set out throughout the school. Leave a letter containing clues at each station for students to find you may also want to leave an item for them to collect or a stamp/sticker to mark their page with so that you know they have gone to each location. Clues include a range of steps (a range allows for different stride lengths) e.g. “from landmark Z head directly for the front gate for 50 to 60 steps, turn 90 degrees to your left and proceed for a further 90 to100 steps, look for clue 3 here”. Activities could also be included at each or some of the stations, for example; perform 10 star jumps at station number 3.

Activities:

1. Split students into small groups (3-5 students) and instruct them on the challenge.

2. Give students a list of items or stamp/stickers they need to collect (if you have items for them to collect) along the way.

3. Send students off in their groups with a timeframe for them to return by

*Using compasses in the orienteering is optional, depending on if you class has learnt about using a compass or angles. You may wish to only leave notes with instructions for students to follow or leave them with an instruction sheet to follow whilst monitoring how many steps they take whilst doing it.

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TEACHERS SUPPORT MATERIALS

Teachers Weekly Recording SheetWeek:___________

STUDENT NAME

NUMBER OF STEPS WEEKLY TOTALMON TUE WED THU FRI

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CLASS WEEKLY TOTAL:*Students individual walking results should be kept confidential

Teacher’s 4-Week Recording Sheet

STUDENT NAME

NUMBER OF STEPS TOTALWEEK 1 WEEK 2 WEEK 3 WEEK 4

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[PICTURE]

CLASS GRAND TOTAL:*Students individual walking results should be kept confidential

CONGRATULATIONS _____________________For reaching the 50,000 step club! You have now being accepted into “WALK OF FAME”! Page | 19

[PICTURE]

What is your favourite part about being active and walking? ................................................................................... ....................................................................................................

CONGRATULATIONS TO _______________________________________Who is this week’s “WALKER OF THE WEEK” because ______________________________________________________________________________Page | 20

WELL DONE!

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Dear Parent/Carer, OPAL has launched it’s forth theme “Think Feet First. Step, cycle, scoot to school.” This theme involves encouraging families and children to consider using active travel (walking, riding and other non-motorised modes of travel) as a way to get to and from school and other destinations such as the local park, shops or a friend’s house.

As a part of this program we will be having an out of school walking excursion.

Our walking excursion is on:

Date:

Time:

We will be walking to:

The excursion aims to; Be Fun! Provide an opportunity for all of us to be physically active Help children to learn about and experience their local community Teach children about walking safely, learning road safety skills, dressing

appropriately for the weather and wearing sunscreen.

Adults are encouraged to participate and provide support for the event so we hope you will be able to come and help with our walk. Please return the tear-off slip below as soon as possible — we would appreciate your help.

I give permission for _____________________ to participate in the out of school walking excursion on the ______________. Signed ___________________________

I am also able/unable to help with the walking excursion.

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Pedometer Loan Agreement:

Dear Parent / Carer,

Our school is currently using pedometers to increase physical activity levels and promote active travel. Active travel involves walking, riding and using other non-motorised modes of travel as a way to get to and from school and other destinations.

Pedometers are small inexpensive electronic devices that are worn on the waist to measure the number of steps a person takes. They are a fun way to see how active you are and for setting goals to include healthy amounts of activity in your day.

As part of our program your child can borrow a pedometer to take home to use for 4 weeks. If you would like to take advantage of this opportunity we ask that the following agreement be completed, signed (indicating you agree with the terms) and returned to your child’s teacher.

Sincerely,

_____________________

Student agreement:

I ........................................... agree to,

look after the pedometer to the best of my ability be gentle opening and closing the pedometer prevent the pedometer from getting wet always attach the safety strap when wearing the pedometer Return the pedometer to the school on ___/___/___

Parent / Carer agreement:

I .......................................... agree to,

Ensure the pedometer is looked after by the student correctly and returned on the correct date.

Parent / Carer signature: ______________________________ Date: _____________

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Teachers Pedometer Tracking Sheet

NAME # BORROWEDLOAN

AGREEMENT SIGNED?

DATE BORROWED

DATE RETURNED

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Pedometer Challenge Teacher Evaluation FormDid you find the program useful? (Please circle)

Since the program was run, do you find children are now more physically active during PE lessons and at lunch and recess time? (Please circle)

Did you implement any of the lesson plans? If so which ones?....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Since the program was run do you think the children? (Please tick relevant box)

Not at all

A little A fair bit

A lot Unsure N/A

a) Are using active travel more often to get to and from school?b) Report that they enjoyed the programc) Are more aware of the benefits of physical activity?d) Have shown more interest in recording their physical activitye) Are more interested in getting their own pedometerf) Are more aware that low intensity physical activity over a longer period of time is just as effective as high intensity activitiesg) Have a better understanding of the effect of junk food on the body and that energy is burnt during exercise

Did you add any addition activities/ideas to the program? If so please explain below:....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Do you have any suggestions on how we could improve the program or any comments/ observations about the program which you would like to share?................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Would you like to have this program run at your school again in the future?YES NO

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1 2 3 4 5Not at all Very much

1 2 3 4 5Not at all Very much

Pedometer Challenge Student Evaluation Form

1. Did you enjoy doing the 4 week pedometer challenge? (Please Circle)

YES NO

2. What did you learn about during the 4 week pedometer challenge? (Please tick)

Yes No Don’t know

Didn’t learn about this

How to use a pedometerHow much exercise it takes to burn off junk foodEffect of unhealthy eating on the bodySome examples of healthy snacksThat you will take more steps if you do a more active sport or physical activity gameIt doesn’t take very long to walk to your local park/shops/ or other destinationOther:

3. Do you walk, ride or scoot to school at all? (Please circle)

YES NO

4. After doing the pedometer challenge would you like to walk, ride or scoot to school

more often, or start doing it if you didn’t before? (Please Circle)

YES NO

5. Would you like to ask mum, dad or your carer if you could walk to school or other

places more often? (Please Circle)

YES NO

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