Healthy Children, Ready to Learn: Educational Design for Health and Fitness

1. Healthy Children, Ready to Learn: Educational Design for Health and Fitness Diane Waters, Senior ArchitectPhyllis Bramson-Paul, Director, Nutrition Services DivisionJohn Gordon, Associate Governmental Program Analyst Dianne Wilson-Graham, Physical Education Consultant George Shaw, Field Representative C.A.S.H. CONFERENCE February 21-23, 2006

2. Healthy Children Ready to Learn “Physical health affects learning and schools have a role to play in developing lifelong habits of nutrition and fitness. It is time to support a culture of health and fitness in our schools.” —2005 State of Education address by Superintendent of Public Instruction Jack O’Connell

3. Research Findings • Healthy, active, and well-nourished children and youths are more likely to attend school and are more prepared and motivated to learn • Center on Hunger, Poverty, and Nutrition Policy. The Link Between Nutrition and Cognitive Development in Children, Policy Statement. Medford, MA: Tufts University School of Nutrition Science and Policy, 1994.

4. Research Findings • In 2005, just 25% of the students in Grade 5, 29% in Grade 7, and 27% in Grade 9 achieved the fitness standards for all six areas of the test • Only 56% of the students across the three grades met the targeted performance standard for aerobic capacity • California Physical Fitness Testing 2004. A report to the Governor and California Legislature as required by CA Education Code Section 60800(c). California Department of Education, 2005.

5. Research Findings • Increased levels of physical fitness are associated with higher achievement in both reading and mathematics • National Association for Sport and Physical Education (NASPE). Benefits of Vigorous Physical Activity through Physical Education. • California Department of Education, “State Study Proves Physically Fit Kids Perform Better Academically,” Sacramento, CA, 2002.

6. Development of Document • Visited both new and older schools • School principals • District facility planners • Food services directors • Physical education directors • Teachers

7. Development of Document • Public input • State/public agencies • Physical education teachers • Registered dieticians • District planners

8. Common Challenges • Land unavailable/expensive • Facilities too small for current enrollment • Delivery methods changed • $$$

9. Food Service Facilities Solutions • Create identity for the cafeteria • Develop relationships • Improve efficiency of delivery methods • Maximizing impact of $$ spent

10. Physical Education Facilities Solutions • Student learning • Relationships • Staff training and commitment • Money • Long-term effects of decisions

11. C.A.S.H. Presentation – An Overview • Food Services policy/program issues • Food Services Best Practices – Facilities solutions • Physical Education policy/program issues • Physical Education Best Practices – Facilities solutions

12. School meals are the most nutritious choice for students

13. Trend: more snacks, fewer meals • Insufficient reimbursement rates • Emphasis on a la carte sales • Built environment • Time crunch

14. Recent Policy Changes • Senate Bill 12: Nutrition standards for food • Senate Bill 965: Beverage standards • Senate Bill 281: More fruits and vegetables at breakfast

15. What does this mean? • Need for improved operations and delivery methods: • Higher quality food • Upgraded kitchens • Updated serving methods • Attractive eating areas

16. If you build it, they will come! • Attractive environment • Quick service • Tables and seating

17. Facility Planners Role in the Fight Against Childhood Obesity • Participation = Better Overall Nutrition = Overall Academic Results • Maximize Participation in the School Breakfast/Lunch Program Through Design and Innovation

18. California Code of Regulations,Title 5, Section 14030(k) Auxiliary Areas “Multipurpose/cafeteria area shall be adequately sized and flexibly designed to protect students from the elements and to allow all students adequate eating time during each lunch period...”

19. School Facilities Planning Division Recommendations • Design spaces based on master plan capacity, not current project plan • Ensure multi-purpose or cafeteria maximum occupancy can meet lunch crowd capacity

20. Food Services Best Practices Observed Emphasize: • Efficiency • Relationship • Identity • Funding

21. Efficiency Through Convenient Food Options

22. Efficiency Through Satellite Food Stations

23. Establish an Identity, Create an Environment Before After Photos Courtesy of Moreno Valley USD

24. Case Study: Moreno Valley Unified School District • Renovated 6 Middle School Cafeterias • Scope of Project • Cost • Funding • Return on Investment: 25%

25. Put the “Fun” Back in Funding Grants Collaborate with Local Businesses Breakfast/Lunch Participation $$ in the Next Bond Election??

26. Relationships With the “End User” • Nutrition Experts • Food Service Personnel • Students “The knowledge shared by these experts, who utilize the space in their day-to-day operations, will spark design innovations and troubleshoot unforeseen, inefficient design.” —Healthy Children Ready to Learn Facilities Best Practices (2006)

27. Food for Thought • Maximize Your Resources • Consider Best Practices in Future Projects • The Big Picture

28. Unique Opportunities • Physical Activity • Physical Education

29. Physical Activity • Participation in physical activity at school • Before school, • Lunch, recess or breaks • After school • Independently, small groups, special events

30. Physical Education • A planned, sequential, instructional program that provides students with the skills, knowledge, and confidence to be physically activity throughout their lifetime.

31. Physical Education Relationship to Physical Activity Facilities • Increased space needs – Teaching and learning process • More diverse spaces – Curriculum • Specialized spaces – Standards • Auxiliary needs – Support learning

32. Physical Education Instruction • All students in grades 1–12 • Instructional Delivery models • General, Modified, Adapted • Grades 1–6 200 minutes each 10 school days • Grades 7–12 400 minutes each 10 school days

33. Physical Education Content • Demonstrate motor skills and movement patterns needed for a variety of physical activities • Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities

34. Physical Education Content • Assess and maintain a level of physical fitness to improve health and performance • Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance

35. Physical Education Content • Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

36. Standards-based Physical Education Instruction • Increasing the need for highly effective physical education facilities • Focus on achievement of standards • Accountability for student learning

37. What does this mean for facility design, construction, and maintenance? • No longer, “Business as Usual” • Sharing the Vision • Addressing the needs • Increased interaction with the teaching and learning process

38. More . . What does this mean? • Establishing new priorities • Examining design practices with informed goals • Evaluating decisions

39. Some Essentials . . . . . . . • Increased space needs • Teaching and learning process

40. More Essentials . . . . • More diverse spaces – Curriculum

41. Even More Essentials . . . . . • Specialized spaces – To meet legal and content requirements

42. Still More . . . . . . • Auxiliary needs – To Support learning

43. Physical Education Facilities • Best Practices providing quality learning opportunities

44. Physical Education Regulation • CaliforniaCode of Regulations, Title 5, Section 14030(b) • “If a school site is less than the recommended acreage required in subsection (a) of this section, the district shall demonstrate how the students will be provided an adequate educational program including physical education as described in the district's adopted course of study”

45. Recent Past Trends • Expanding parking and student drop-off areas at expense of fields and hardcourts • Invoking new urbanism to justify substandard sites • Declining health, fitness and academic excellence

46. Physical Education Analysis • Required of campuses <70% of California standard acreage: • New schools • Student capacity increases to existing schools • Modernization: reclaiming lost physical education space

47. Program-Facilities Analysis

48. Teaching Stations 4 basketball courts = 1 teaching station 10 tennis courts = 1 teaching station 2 softball diamonds = 1 teaching station 2 soccer fields = 1 teaching station 1 gym = 2 teaching stations 1 oversized standard classroom

49. Counter Trends • Physical Education Curriculum Standards • Healthy Children, Ready to Learn • National Acknowledgement of Obesity • Education Code Section 51241—elimination of exemption of two years’ physical education • 88% increase in physical education enrollment

50. New Program-Facilities Analysis