Transcript The Importance of Physical Education In Our Schools

The Importance of
Physical Education In Our
Schools
A presentation for Elementary School Teachers
Chad Fenwick and Adriana Valenzuela
Physical Education Advisors for LAUSD
Experts Agree Exercise
Prevents
Increases
 Obesity
 Learning
 Type II Diabetes
 BDNF
 Heart Disease
 Attention
 Osteoporosis
 Memory
 Cancer
 Math
 Depression
 Reading
 Absenteeism
 Behavior
How exercise affects
the brain
Mood regulation
Self-esteem
Impulse control
Combats toxic effects of stress hormones
Improves neural arousal
Combats depression
Improves behavior
Memory retention – Better encodes information
How exercise affects the
brain
 Exercise makes it easier for our nerves to wire together.
 Neurogenesis in hippocampus which is important for learning and
memory
 BDNF - Increases neuronal communication
 AEROBIC ACTIVITY GROWS NEW BRAIN CELLS!!
Obesity Trends* Among U.S. Adults
BRFSS, 1990, 1999, 2009
(*BMI 30, or about 30 lbs. overweight for 5’4” person)
1999
1990
2009
No Data
<10%
10%–14%
15%–19%
20%–24%
25%–29%
≥30%
Obesity Trends* Among U.S. Adults
BRFSS, 1985
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1986
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1987
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4”
person)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1988
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1989
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1990
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
Obesity Trends* Among U.S. Adults
BRFSS, 1991
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1992
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1993
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1994
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1995
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1996
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
Obesity Trends* Among U.S. Adults
BRFSS, 1997
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
≥20%
Obesity Trends* Among U.S. Adults
BRFSS, 1998
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
≥20%
Obesity Trends* Among U.S. Adults
BRFSS, 1999
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
≥20%
Obesity Trends* Among U.S. Adults
BRFSS, 2000
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
≥20%
Obesity Trends* Among U.S. Adults
BRFSS, 2001
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
≥25%
Obesity Trends* Among U.S. Adults
BRFSS, 2002
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
≥25%
Obesity Trends* Among U.S. Adults
BRFSS, 2003
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
≥25%
Obesity Trends* Among U.S. Adults
BRFSS, 2004
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
≥25%
Obesity Trends* Among U.S. Adults
BRFSS, 2005
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
25%–29%
≥30%
Obesity Trends* Among U.S. Adults
BRFSS, 2006
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
25%–29%
≥30%
Obesity Trends* Among U.S. Adults
BRFSS, 2007
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
25%–29%
≥30%
Obesity Trends* Among U.S. Adults
BRFSS, 2008
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
25%–29%
≥30%
Obesity Trends* Among U.S. Adults
BRFSS, 2009
(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)
No Data
<10%
10%–14%
15%–19%
20%–24%
25%–29%
≥30%
“1 in 2 Latino children will develop Type II
diabetes during their lifetimes if the obesity
epidemic is not corrected.”
•Narayan, et. al., 2003
Evolved out of NEED. Conserve
They drive us to load up on
and
Because tomorrow we will have to
Physical Education/Physical
Activity
 Physical education teachers the students the skills and
knowledge to be physically active the rest of their lives.
 The more physical skills the students learn the lower
their BMI
 The more physical skills the students learn the
physically active they are and the lower their BMI
 Physical education classes are one of the only places
students have to learn these skills anymore.
Studies of Studies
37.2% of children in the US overweight
or at risk.

Overweight girls have more behavior
problems than all boys and non-overweight
girls

Weight is negatively related to academic
performance (Overweight children have
lower math skills, overweight boys also
have lower reading skills)

Higher
BMI in boys is associated with
significantly lower verbal skills (P < 0.10),
social skills (P < 0.05), and motor skills (P
< 0.05)
Association
of overweight with academic
performance and social and behavioral
problems: an update from the Early
Childhood Longitudinal Study. Judge S,
Jahns L. J Sch Health. 2007; 77: 672-678
BDNF
BDNF is a
THE MOTHER OF
ALL BRAIN GROWTH FACTORS
which regulate the survival,
growth & differentiation of
neurons during development
and is vital to continue our
Brain’s job of Adapting to the
world-LEARNING .
BDNF functions to translate
activity into synaptic & nerve
plasticity in the adult animal.
BDNF is MIRACLE GRO for
the brain and is Evolution’s
great gift to us that is made
when we use our brain cells.
BDNF is an anti-depressant,
anti-toxic stress factor and
correlates with intelligence and
memory.
Language Arts – GORT-4
+230%
Grade Level
+121.4%
These increases are in a
four month period.
3 Years of Literacy Data
Naperville Central H.S.
1st
Period
8th
Period
2 years of Math Data
Naperville Central H.S
Delaine Eastin
“This statewide study provides compelling evidence
that the physical well-being of students has a direct
impact on their ability to achieve academically.”
Statewide Study
Individually matched scores from the spring 2001
Stanford Achievement Test, Ninth Edition (SAT-9) with
the state-mandated physical fitness test,
(FITNESSGRAM) given in 2001 to students in 5th, 7th,
and 9th grade.
Johannes Skolen Copenhagen, Denmark
•School PE was increased from once a week to 5 times a week. 250 students
participated, and the intervention scheduled for three months.
•Prior physical activity had consisted of ball play only.
• Physical education department added running, hip hop dance, aerobics,
spinning, indoor rowing, and military boot camp training. After school activities
were offered every day.
•Food served at school was changed to offer only healthy “super foods.” All junk
food was removed.
•ABSENTEEISM decreased by 38%.
•CONCENTR ATION ABILITY was measured and it improved 33%.
•Teachers reported, “The increase in exercise had great effects on
CLASSROOM BEHAVIOR.”
• Exercise had a major impact on GRADES; there was an average of 1.5 grade
improvement across the board.
.
The Institute for Human Physiology, Copenhagen University, Chris MacDonald, and Danmarks Radio (TV DR 1) partnered in this project
Exercise and Depression
20 versus 40 minutes of intense play
N=207, 7–11 years, were randomly assigned to low or high dose (20 or
40 min/day) aerobic exercise programs (13 weeks),or control group.
Petty et al : Exercise Effects on Depressive Symptoms and Self-Worth in Overweight Children: A Randomized Controlled
Trial. Journal of Pediatric Psychology Advance Access published February 16, 2009
Engaging in regular,
vigorous aerobic exercise
with peers in an organized
setting decreased
depressive symptoms in
dose–response fashion
among overweight
children. This randomized
trial in a community
sample is the first
experimental
demonstration of a dose–
response benefit of
physical training on
depressive symptoms in
children (that is, where
increasing amounts of
training result in increased
benefits, demonstrating a
cause–effect relationship).
Lincoln Middle School Incidents/Suspensions
PE4 Life Discipline Data
2500
1958
D ays of S uspension
2000
1500
1283
Control Middle
1174
Lincoln Middle
1000
392
500
0
Days of
Suspension 04-05
Days of
Suspension 05-06
Phenomenon
 Woodland Elementary School
2005 Fall
PE one day per week / 50 minutes.
2006 Jan - June
PE4life Program
Five days a week / 45 minutes.
-Inner city school with
80% of kids on free lunch program
 PE4LIFE added
Cardiac monitored watches,
Dance Dance Revolution,
A few exercise bicycles/fitness
machines.
AND A NEW ATTITUDE
Percent who engaged in any physical activity
93
Physical Activity and API Scores
(Concurrent Relationship)
89
API Quintile
1st (Lowest)
2nd
3rd
4th
5th (Highest)
85
81
77
API Score
Physical Activity and Annual Changes in Test Scores
Change in SAT-9 (NPR)
10
5
0.1
0.6
1.2
1.7
1.0
1.3
1.6
1.8
2.1
0.7
1.2
1.6
2.0
2.4
0
-0.4
Reading
Language
Mathematics
-5
-10
76
82
88
94 100
76
82
88
94 100
76
Percent who engaged in any physical activity
Source: California Healthy Kids Survey & STAR data files.
82
88
94 100
The World of Brain Research
A Sampling of Studies
Linking Movement and
Academic Success
“Obesity is linked to poor academic performance,
including increased absenteeism, lower GPA, and
fewer years of schooling. All students benefit
from increased physical activity, but lowperforming schools have more to gain due to
student exposure to more academic risk factors,
including: violence, low expectations, and lack
of exposure to caring relationships.”
•Taras & Potts-Datema, 2005
ALBANY PARK ELEMENTARY SCHOOL
4-YEAR API GROWTH 2006-2009
-120 minutes
-360 minutes
-720 minutes
The World of Brain Research
A Sampling of Studies
Linking Movement and
Academic Success
“There is NO evidence in the research literature
that increased physical education negatively
impacts student performance in the core
academic subject areas.”
Physical Education
Research for Kids,
Literature Review, 2009
Higher Fit
Lower Fit
8 µV
Compatible
3 µV
Incompatible
Pontifex et al. (2011). JOCN, 23, 1332-1345.
The World of Brain Research
A Sampling of Studies
Linking Movement and
Academic Success
“Physical activity increases concentration,
mental cognition, and facilitates executive
function.”
•Hanson & Austen, 2003
•Maher, 2006
•Robert Wood Johnson Foundation, 2007
•Caterino & Polak, 1999
•Etnier, et. al., 1997
•Trudeau & Shepard, 2008
•Tomporowski, et. al., 2008
Exercise - An Antidepressant?
Exercise or Zoloft
Clinical status at 10 months (6 months after treatment) among patients who were remitted (N
= 83) after 4 months of treatment in Exercise (N = 25), Medication (N = 29), and Combination
(N = 29) groups. Compared with participants in the other conditions, those in the Exercise
condition were more likely to be partially or fully recovered and were less likely to have
relapsed.
Conditions That Are Caused or Worsened
by A Sedentary Life
Angina, heart attack, coronary
artery disease
Breast cancer
Colon cancer
Congestive heart failure
Depression
Gallstone disease
High blood triglyceride
High blood cholesterol
Hypertension
Less cognitive function
Low blood HDL
Lower quality of life
Obesity (more difficult time
with weight control)
Osteoporosis
Pancreatic cancer
Peripheral vascular disease
Physical frailty
Premature mortality
Prostate cancer
Sleep apnea
Stiff joints
Stroke
Type 2 diabetes
Sedentary Life Style Increases
The Progression Of :
S
ADHD, Anxiety, Addiction
Alzheimer’s
Chronic Back Pain
Cognitive Decline
Debilitating Illness
Disease Cachexia
Falls Resulting in Broken Hips
Physical Frailty
Spinal Cord Injury
Stress
Vertebral Femoral Fractures
The World of Brain Research
A Sampling of Studies
Linking Movement and
Academic Success
“Physical activity, when integrated into the
curriculum, takes up little time, and improves
on-task behavior.”
•North Carolina Department of Education
ncpe4me.com - Energizers - 85% of
districts use them
28,000 teachers trained
The World of Brain Research
A Sampling of Studies
Linking Movement and
Academic Success
Students who participated in school
physical education programs did not
experience a harmful effect on their
standardized test scores, though
less time was available for other
academic subjects
-
Sallis, McKenzie, Kolody, Lewis, Marshall, and
Rosengard, 1999
-
Shephard, 1996
-
Dwyer, Coonan, Leitch, Hetzel, and Baghurst, 1983
Exercise and Learning
Thomas Jefferson
Juvenal (65-128 A. D.)
 “We should pray that there
be a sound mind in a sound
body”.
“You must have a healthy body
to learn to read, and you
must be able to read to be
healthy”.
Costs of Obesity
 6 years ago California estimated the costs of obesity to
be 20 Billion dollars
 2009 they estimated 40 Billion dollars
QUESTIONS & ANSWERS
THANK YOU FOR YOUR TIME!
[email protected]
213-241-4556