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Support from Physical Activity Resource Centre (PARC)

Support from Physical Activity Resource Centre (PARC). Public Health plays a critical role in supporting the implementation of DPA in Ontario schools

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Support from Physical Activity Resource Centre (PARC)

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  1. Support from Physical Activity Resource Centre (PARC) Public Health plays a critical role in supporting the implementation of DPA in Ontario schools PARC’s role is to work with Ophea to implement activities to enhance the capacity of PA promoters in public health to support the implementation of DPA in the communities you serve Downloadable adaptable DPA workshop is now available in English and French at www.Ophea.net/parc PARC will continue to proactively provide DPA updates via the PARC listserv, and engage Public Health as appropriate in future planning etc.

  2. Successes with DPA DPA contacts from Public Health Units: Many school boards have developed excellent DPA resources Training of teachers as a result of DPA funding Many schools provide DPA over PA in morning Some schools now timetabling PE every day Opportunity for leadership for Senior elementary and Secondary students as DPA leaders (teacher driven) Increasing awareness of DPA Development of partnerships between Boards and Health Units and communities e.g., MLSE, Limestone Training of student fitness ambassadors In many cases teacher and student training included Public Health and School Board staff – Health Action Committees

  3. Wish List from Health Unit DPA Contacts Include high schools in DPA in future More support for French schools Sustainability of DPA – govn’t funding Scheduling/timetabling ideas True integration of DPA into daily lifestyle Mandate for Boards to work with Public Health Units (reciprocation) Find ways to support schools without Ophea subscription More support in and from community

  4. Role of Public Health in Implementing and Sustaining DPA Level of Involvement - varies How become involved Professional support Implementation teams (Board and School) Resource Development Teacher Training Awareness – parents, community Awareness of funding opportunities Establishment of partnerships

  5. Role of OPHA in the Implementation of DPA Provide Support and Monitor DPA Implementation Be aware of Board DPA Implementation Plan Provide Support for Staff Implementing DPA Review/Modify School DPA Implementation Plan

  6. Awareness of BoardDirection • Be informed of your local board’s implementation plan and how you can play a role in the implementation of that plan. • Access relevant: • information; • opportunities to sit on committees; • resources.

  7. Be Aware of SchoolImplementation Plans 1. Be aware of your local school board plans for DPA implementation 2. Be involved in school DPA Implementation Committees 3. Offer to assist with communication of DPA; with staff, students, school council, parents,community partners (e.g., survey) 4. Offer to assist with the development of a needs assessment of physical activity opportunities in the school 5. Become familiar with other provincial DPA resources to share with schools 7. Assist school staff in making all activities and facilities inclusive 8. Research with colleagues ways to implement DPA during the school day 9.. Research and communicate strategies to sustain DPA

  8. Assist Schools with the Establishment of a DPA Implementation Committee Who? – composed of teachers, students, parents, local health professionals and administration Key Teacher Criteria: • Curriculum leader(s) in healthy active living • Able to provide required time commitment to attend board sponsored in-service sessions. • Advocate for personal improvement/fitness • Not always the school’s coach Role of the Committee: • Examine the board’s DPA implementation plan • Prepare/develop/implement/review own school DPA implementation plan • Identify community partners who can assist with implementation (e.g., Public Health and Parks and Recreation Ontario)

  9. Communication It is important to communicate about DPA on a regular basis with: • staff; • students; • parents (school council).

  10. Communication with Staff • Outline the background information on DPA • Outline school and Board implementation plan • Introduce school staff members on implementation team • Offer DPA activity breaks at staff meetings Survey Staff: • for input on comfort level, barriers and possible solutions and required in-service. See Sample staff survey on page 43 in the Principals’ Guide Celebrate Successes • At staff meetings, local newspapers / TV and Board Newsletter

  11. Communication with School Council/Parents School Council/Parents: • Outline the background information on DPA. • Share Board & school implementation plans. • Invite them to be a part of the team. • Survey both groups to gather information on attitudes regarding physical activity. • Elicit their support towards the program. • Outline their role (e.g., to encourage activity and to be role models). How? Communicate via e.g., website, newsletters, report card inserts and presentations at school council meetings.

  12. Keeping Parents and Community Partners Informed and Involved • Newsletters • Information night with local experts • Family Fit Nights • “Bring a ball, have a ball”, open house • Fundraising • Equipment drives

  13. Complete A Needs Assessment • Using Sample DPA Implementation Continuum – found in the Guide for School Principals pg. 37, do a gap analysis of the present status of DPA with requirements of full implementation Based on results: • plan with your school implementation team the steps required for full implementation including: • supports and in-service training required by staff; • scheduling for DPA time during the instructional day; • age-appropriate activities; • inclusion of every student; • accessibility of locations; and • safety considerations for implementation

  14. Teacher Training • Teachers should receive ongoing DPA training. • Training should include new ideas and approaches. • Identify DPA staff contact. • Provide database of resources for staff. • Use staff meetings to demonstrate DPA. activities

  15. Timetable Ideas • Physical Education Class • School-wide DPA/Divisional DPA (20 Minutes) • Same activity, same time • Same time, different activities • Individual Classroom DPA (20 Minutes) • 20 minute block: 2-3 minutes from each class - enriched reading or math when Physical Education scheduled • Delivered by homeroom teacher: allocated during homeroom block/rotated through different subject areas • Could be break in a literacy or numeracy block • Integrated with expectations from other subjects • Combination of School-wide (10 minutes) and Classroom/Divisional (10 minutes)

  16. Monitor Implementation Indicators of Successful Implementation: • DPA is scheduled • DPA daily for 20 minutes • Facilities checked for safety • Teachers use safe practices • Appropriate activities and facilities • DPA activities varied and enjoyable • proper warm up/cool down included • Maximum participation An “Implementation and Review Checklist” is available on Page 33 of the DPA in Schools: Guide for Principals

  17. Role of OPHA in sustaining DPA in Schools/Boards • Utilize a DPA school implementation team from a variety of sectors (“Health Action Committee”) • Build partnerships to sustain DPA • Develop a culture in the school/Board to support DPA • Document the DPA action plan for reference • Provide on-going communication to students and parents • Use feedback to modify and improve implementation plan • Frequently celebrate successes • Do a needs assessment at the end of the year • Develop school profile at end of the year including successes and future plans

  18. Opportunities for Student Leadership • Members of DPA implementation committee • DPA classroom leaders • Leaders in whole school DPA events (e.g., assemblies) • Fitness buddies • DPA mentors • Member of DPA student committee • Training DPA reps from each class • Work with student leaders from other schools • Lead school announcements • Oversee DPA motivational awards program

  19. Integrating DPA • Important to connect DPA with literacy and numeracy • Create DPA activities that can be used during literacy and numeracy blocks • Connect DPA activities must to literacy and numeracy expectations • Train teachers to lead DPA activities at literacy and numeracy training sessions • Explore the integration of DPA with the Healthy Schools initiative

  20. Comprehensive Approach Supportive Social Environment Teacher parent role models, peer support, Support Services Availability and accessibility of health services Safe and healthy Environment Effective teaching and learning Clean, safe health promoting environment Comprehensive curriculum and effective teaching

  21. Next Steps In groups of 4-6 discuss: • How can local health departments assist with the implementation of DPA. • How can local health departments assist with sustaining DPA in their regions.

  22. Summary • Important role of the H&PE subject associations and the OPHA!! • What now – still have questions? Ontario’s Chief Medical Officer, Dr. Sheela Basrur, before she became ill has called on "all levels of government, the health sector, the food industries, workplaces, schools, families and individuals to become part of a comprehensive province-wide effort to change all the factors that contribute to unhealthy weight. We must act now to create communities that promote healthy eating and regular physical activity."

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