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Quality Physical Education Works: Now What Do We Do?

Quality Physical Education Works: Now What Do We Do?. Harold W. (Bill) Kohl, Ph.D. Palm Beach, Aruba – June 2012 Professor of Epidemiology and Kinesiology University of Texas and University of Texas School of Public Health, Texas USA. Thank you.

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Quality Physical Education Works: Now What Do We Do?

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  1. Quality Physical Education Works: Now What Do We Do? Harold W. (Bill) Kohl, Ph.D. Palm Beach, Aruba – June 2012 Professor of Epidemiology and Kinesiology University of Texas and University of Texas School of Public Health, Texas USA

  2. Thank you Dr. Andrew Springer – University of Texas School of Public Health

  3. PA Guidelines for Children &Adolescents (ages 6-17) • 1 hour or more of PA every day. • Most of the 1 hour should be moderate-intensity of vigorous intensity PA. • Vigorous intensity activity on at least 3 days per week. • Muscle-strengthening and bone-strengthening activity on at least 3 days/ week. (USDHHS 2008)

  4. Why Schools? • It’s where the children are. • Existing resources and infrastructure • Trained and committed staff (teachers) • Community trust

  5. Institute of Medicine – Accelerating Progress for Obesity Prevention

  6. Paradox! • Guidelines for health state goal of 60 minutes/day • Even the best PE classes only accelerate heart rate to a moderate-intensity 15-20 minutes • Where should the remainder (40-45 minutes/day) come from?

  7. How can schools promote children’s physical activity beyond PE?

  8. Topics • Ecological Perspectives for PA • School-Based Strategies for PA Promotion

  9. Sedentary Behavior: Too Much Sitting!-Review by Owen et al., 2010- • AusDiab Accelerometer Study: Increased breaks in sitting beneficially associated with waist circumference, BMI, and other physiological measures., independent of total sedentary time & MVPA. (Healy et al., 2008). • Canada Fitness Survey: Canadians who reported most of day sitting had poorer long-term mortality outcomes. Associations held even among those who were physically active (Katzmarzyk 2009). • Follow up AusDiab Study: Each 1-h increment in TV time associated with increased risk of all cause and CVD mortality rates, respectively (Independent of PA)(Dunstan et al., 2010). • U.S. (n=7744 men): >10hrs sitting/week in cars & more than 23 hrs/week watching TV and in cars = 82% and 64% increased risk of dying from CVD (Warren et al., 2010)

  10. Academic Achievement & Behavioral Benefits of PA • “Substantial evidence that PA can improve academic achievement”(CDC, 2010, Review of 50 studies) • Recess period of >15 minutes/1 or more times/day: improved class behavior scores (Barroso et al ‘09).

  11. Ecological Model of Active Living Policy Sallis et al., 2006 (Sallis et al 2006)

  12. Dimensions of School-Based Physical Activity • Opportunity for Physical Activity • Times per week • Minutes per session • Times during the day: before, during and after school. • Structured vs. Unstructured • Structured: PE class; structured activity breaks (classroom-based energizers; structured recess); intramural sports • Teacher-Led vs. Student-Led vs. Free-Play • Unstructured: Free-play activity time (e.g., recess) • Quality of Physical Activity • How much time spent in MVPA? (Nader et al., 2003: 37%) • How enjoyable is PA? (e.g., only running?)

  13. Strategies for PA promotion in the school setting • Policy/Social Environment • Mandated PA Time • PE Organization/Training • Supervised Free-Play Time • Activity Breaks • Community-School Partnership • Active Commuting (i.e., walk/bike to school) • Built Environment

  14. Strategies for PA promotion in the school setting • Policy/Social Environment • Mandated PA Time • PE Organization/Training • Supervised Free-Play Time (before, during, after school) • Activity Breaks • Community-School Partnership • Active Commuting (i.e., walk/bike to school) • Built Environment

  15. Aim:to encourage middle school students to engage in 60 minutes of PA every day.  Components • Get ur 60 wristbands and cards • Discounts with community partner organizations (25+ organizations ) • Prizes for wearing wristband/ being active • Increased opportunities for activity: Open Gym

  16. Percentage of Open Gym Time 6-8th Grade Students Engaged in MVPA (n=5 schools) Spring 2010 • Mean time: 24 min. • Students: 45-100 Kelder, Springer et al., in process

  17. Menu of Options/Zones • Today’s PA Menu (Delicious!) • Zone A: Four Square • Zone B: Soccer • Zone C: Hula Hoops • Zone D: Freeze Tag

  18. Strategies for PA promotion in the school setting • Policy/Social Environment • Mandated PA Time • PE Organization/Training • Supervised Free-Play Time • Activity Breaks • Community-School Partnership • Active Commuting (i.e., walk/bike to school) • Built Environment

  19. Activity Breaks • “Promoting Lifetime Activity in Youth” (PLAY) (Pangrazi et al., 2003; Ernst et al., 1999) • Teacher-led games. (Connolly & McKenzie, 1995) • “TAKE 10!”(Stewart et al, 2004) • “KISS”(RCT: Switzerland) (Kriemler et al., 2010) • ABC “Activity Bursts in the Classroom” (Katz et al., 2010)

  20. Energy Expenditure Profiles 8 7 6 5 METS 4 3 2 1 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 p.m. a.m.

  21. The Program Integrates 10 minute periods of physical activity into school day combined with age-appropriate lessons of math, science, language arts, etc.

  22. The Program • Designed to complement, not replace, other physical activity opportunities such as physical education and after-school programs.

  23. Primary Core Academic Objectives

  24. Secondary Curriculum Objectives

  25. Frequency of Teacher Implementation, TAKE 10! 1999 - 2001 Percent Times per week

  26. Active Play ProjectInvestigators: Springer, Kelder, Ranjit (UTSPH);Rusnak, Werner, Lunoff (AISD) Funding: Michael & Susan Dell Foundation • Texas SB 19/530: 30 minutes daily structured PA • Austin Independent School District WOW Time • Objective: To assess the effect of low-cost strategies for promoting children’s MVPA during recess and WOW time (3rd grade). • Strategies: • Peer-led Games Approach • Teacher-led Approach • Playground Markings

  27. Active Play Project Peer-Led Games Process • Student Teams (3rd Grade) • Leadership Roles • High Activity Games • (CATCH) • Process & Guidelines • Lessons Learned so far… • Students = capable • High satisfaction • Training needed

  28. Free-Play Recess in 3rd Graders(n=8 low income, elementary schools in central TX) • Methods • SOFIT-R • 8 schools (>60% econ disadvantage) • October, November, Dec 2009 • 2 classes/school, n=77 observations • Mean minutes of recess = 21 • Initial Findings: • 66.4% of time in MVPA • Boys: 71.2% vs. 61.6% in girls (p<.05) • Compares with McKenzie et al (2010) study of 13 schools in California (66.2% vs. 60.0% for boys and girls)

  29. Percent Time 3rd Graders Spent in VPA by Peer-Led, Teacher-Led, & Recess (n=77) p<.05

  30. Strategies for PA promotion in the school setting • Policy/Social Environment • Mandated PA Time • PE Organization/Training • Supervised Free-Play Time • Activity Breaks • Community-School Partnership • Active Commuting (i.e., walk/bike to school) • Built Environment

  31. Walk-to-School Programs Can Work

  32. Strategies for PA promotion in the school setting • Policy/Social Environment • Mandated PA Time • PE Organization/Training • Supervised Free-Play Time • Activity Breaks • Community-School Partnership • Active Commuting (i.e., walk/bike to school) • Built Environment

  33. Built Environment “We shape our buildings, and thereafter they shape us.” -Winston Churchill (1874-1965)

  34. Playground Markings • Stratton (2000): Children 5-7 yrs • (UK). MVPA increased by 18 mins/d. • Stratton & Mullan (2005): 4-11 yrs: • MVPA increased from 37% to 50%. • Ridgers et al. (2007)

  35. Active Play Project: Markings(n=4 schools vs. 8 comparison) • WOW Time • Increased MVPA during recess? • Increased “Active Learning”?

  36. Building the Model: • Ecological Models: a framework for guiding action for PA: • Policy Environment, Information Environment, Social-Cultural Environment, Built Environment • Expand from a Student to a School Focus: • PA Policies & Practices: activity breaks; PA opportunities before, during & after school; PE MVPA; active commuting; PA built environment; community-school partnerships…

  37. Building the Model: • Recess Policy: • How much time? NASPE:  elementary school children should be provided at least one daily period of recess of at least 20 minutes in length. • Not withholding recess: behavior mgmnt/tutoring. • When to hold recess? (e.g., before lunch?) • Structured vs. Unstructured (RWJ: structured) • Classroom Activity Breaks= How do we promote? • Quality PE: 50% MVPA : Training & Accountability • School-community partnerships: how to increase? • School faculty:Social support for children’s PA…

  38. Paradox! • Guidelines for health state goal of 60 minutes/day • Even the best PE classes only accelerate heart rate to a moderate-intensity 15-20 minutes • Where should the remainder (40-45 minutes/day) come from?

  39. 60 min/day is possible through schools Sports Curriculum Integration Active Transport to School Free play time Quality Physical Education

  40. THANK YOU

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