Transcript Physical Activity and the Early Years Train-the
Best Start Resource Centre Annual Conference 2006
Physical Activity and the Early Years
Christa Costas-Bradstreet Sue Weststrate
Welcome
Introduction of Facilitators
Sue Weststrate Christa Costas-Bradstreet
We’re Going to Have a ball!
Presentation Overview
Introduction to Have a Ball! A Toolkit for Physical Activity and
the Early Years
Physical Activity and the Early Years Benefits, Facts and Stats, PA Guidelines Self-esteem and Healthy Eating Active Ideas Supporting Physical Activity Resources and Tools Sharing Great Ideas Key Messages Wrap-up and Evaluation
Icebreaker/ Fit Break
Have a Ball…The Resource
Purpose Partnership Advisory Committee Environmental scan Needs assessment with EL & CC sector Research and design Focus test at pilot sites Training needs assessment Next steps Toolkit contents
Think about…
A positive and negative memory of physical activity when you were young How did these experiences affect your physical activity then?
How do they affect it now?
How do children benefit from daily physical activity?
Benefits of Physical Activity
Physical:
Increases energy and improves stamina Encourages muscle growth and helps develop strong bones Helps maintain a healthy weight Makes the heart and lungs stronger
Benefits of Physical Activity
Physical (cont.)
Maintains a healthy blood pressure Increases flexibility Improves coordination Helps improve sleeping habits Helps improve eating habits
Benefits of Physical Activity
Psychological/Emotional:
Reduces anxiety Prevents, reduces, combats depression Enhances psychological well-being Improves our ability to deal with stress Helps us feel good about ourselves
Benefits of Physical Activity
Academic:
Helps increase concentration improve memory enhance creativity improve problem-solving skills/abilities enhance learning.
Benefits of Physical Activity
Social:
Teaches important skills such as sports skills and life skills Provides opportunities for children to socialize and make friendships, and practise self-discipline
Decreases the likelihood of using tobacco, alcohol and drugs in the teen years and beyond Develops positive lifelong attitudes toward physical activity Encourages healthy family engagement
And yet….
Children today are 40% less active than they were 30 years ago.
In 2000, over half of Canadian children and youth, aged five to 19 were not active enough for optimal growth and development.
Forty percent of Canadian children already have developed at least one risk factor for heart disease – reduced fitness due to inactivity.
There’s more…
Between 1981 and 1996, there were dramatic increases in overweight and obesity in children ages seven to 13. The prevalence of boys who were overweight increased from 15% to 28.8% and among girls from 15% to 23.6%.
The prevalence of obesity in boys nearly tripled from 5% to 13.5% and more than doubled in girls from 5% to 11.8%.
There is reason to believe that these figures underestimate the actual numbers.
Obese children are five to seven times more likely to become obese adults than non-obese children. Children who were obese at age six had a fifty percent chance of becoming obese adults.
Sedentary lifestyles lead to a sustained positive energy balance and are a major contributing factor to the development of obesity in children and adolescents.
Ontarians aged two and up spent almost 21 hours a week watching TV. Children between the ages of two and 11 specifically, watched an average of 14.5 hours a week. This does not include time playing video and computer games or using the Internet.
Children who watch television more than five hours a day have significantly greater energy intake than those who watch less than one hour per day.
CPS: TV Recommendation
Limit daily TV viewing to one hour for preschoolers and two hours for school-aged children. (More recent and well-controlled studies show that even 1 h to 2 h of daily unsupervised television viewing by school aged children has a significant deleterious effect on academic performance, especially reading) Most recent research: No TV for children under two years.
The amount of time spent playing video games by Canadian children in 2000, was among the highest in the world.
Type II diabetes, once known as “adult-onset” diabetes is a growing problem among children and adolescents, particularly among First Nations youth. It is closely linked with both obesity and physical inactivity. Obese children face greater health risks than children with healthy body weights: in a population based sample, approx. 60% of obese children, five to 10 years of age, had at least one other risk factor for cardiovascular disease and 25% had two risk factors.
Aboriginal Children
22.3 per cent of children who live on-reserve are overweight and 36.2 per cent are obese.
48.7 per cent of children between the ages of three and five are obese. Lower-income families are more likely to buy less nutritional food because they can't afford better.
Many First Nations communities also lack recreation centres, swimming pools, hockey rinks and playgrounds.
First Nations Regional Longitudinal Health Survey
A Bleak Future?
“Because of the increasing rates of obesity, unhealthy eating habits, and physical inactivity, we may see the first generation that will be less healthy and have a shorter life expectancy than their parents”
(U.S. Surgeon General).
One Solution: Active Start
Active Start:
A Statement of Physical Activity Guidelines for Children Birth to Five Years
The U.S. National Association for Sport and Physical Education (NASPE)
Guidelines for Infants
Guideline 1
Infants should interact with parents and/or caregivers in daily physical activities that are dedicated to promoting the exploration of their environment.
Guideline 2
Infants should be placed in safe settings that facilitate physical activity and do not restrict movement for prolonged periods of time.
Guidelines for Infants
(2) Guideline 3
Infants’ physical activity should promote the development of movement skills.
Guideline 4
Infants should have an environment that meets or exceeds recommended safety standards for performing large muscle activities.
Guidelines for Infants
(3) Guideline 5
Individuals responsible for the well-being of infants should be aware of the importance of physical activity and facilitate the child’s movement skills
Guidelines for Toddlers and Preschoolers
Guideline 1
Toddlers should accumulate at least 30 minutes daily of structured physical activity; preschoolers at least 60 minutes
Guideline 2
Toddlers and preschoolers should engage in at least 60 minutes and up to several hours per day of daily, unstructured physical activity and should not be sedentary for more than 60 minutes at a time except when sleeping.
Guidelines for Toddlers and Preschoolers
(2) Guideline 3
Toddlers should develop movement skills that are building blocks for more complex movement tasks; preschoolers should develop competence in movement skills that are building blocks for more complex movement tasks.
Guidelines for Toddlers and Preschoolers
(3) Guideline 4
Toddlers and preschoolers should have indoor and outdoor areas that meet or exceed recommended safety standards for performing large muscles activities.
Guideline 5
Individuals responsible for the well-being of toddlers and preschoolers should be aware of the importance of physical activity and facilitate the child’s movement skills.
Relevance for the Young Child
Movement is an important part of a child’s physical, mental and emotional development and one of the important mediums through which young children form impressions about themselves and their surroundings.
Activity satisfies a child’s curiosity of movement.
Relevance for the Young Child
(2)
Physical activity can help young children feel good about themselves.
Games and activities encourage interaction among children.
Enjoyable physical activity experiences promote a positive attitude about active lifestyles and may carry over into adulthood
Relevance for the Young Child
(3)
Young children solve problems and gain success through challenges and explorations The best time for basic movement development is during the early years There is a strong connection between motor competence and self-esteem among very young children.
Self-Esteem
The very young child is most likely to think about their worth based on family and physical experiences. For example, when a child says “watch me”, s/he is often demonstrating his/her ability to perform a physical skill.
Positive self-esteem is built through a child’s belief that s/he has the ability to perform skills and the family support to be active. This in turn boosts her/his enjoyment and serves to encourage her/him to continue to participate in physical activity.
Self-Esteem
(2)
A child believes s/he is successful at physical activity skills when s/he feels able to perform simple tasks (such as making contact with the ball); is trying hard; is learning a new athletic skill; is enjoying the activity; is receiving positive feedback and reinforcement from parents, teachers and coaches.
Children learn by watching. Parents and child care providers can influence how a child feels about his/her physical skills by providing physical activity opportunities, giving positive feedback and encouragement, and being an active role model.
Self-Esteem
(3) Physical Activity influences self-esteem because it:
Helps decrease feelings of anxiety, tension, depression Is related to a general sense of hopefulness and contributes to feelings of well being Is a way to express anger, aggression, and happiness Is a means for self-discovery and socializing
Self-Esteem
(4) Physical Activity influences self-esteem because it:
Enhances creativity, problem-solving and academic performance Improves self-discipline Improves fitness levels which are related to positive mental health Has a positive impact on behaviour and healthy lifestyle choices in later years.
Physical Activity and Healthy Eating go hand-in-hand The first five years are critical for…
Development of food and flavour preferences Lifelong beliefs and attitudes about food and eating Ability to self-regulate food intake in later life
Factors Shaping Eating Habits
Good nutrition is essential to all dimensions of health Environment that promotes healthy eating Awareness of our emotions, attitudes and behaviors toward food and eating Positive and negative associations with food Social, cultural aspects
We Need to…
Shift the focus from weight control to vitality, a concept that integrates eating well, being active and feeling good about oneself.
Be sensitive to subtle and overt messages we send Avoid using food as a reward or punishment
Teach children that people come in all shapes and sizes, weights and colors Encourage children to focus on their abilities rather than their appearance Treat our bodies with respect
Children with a Disability
Canadians with a disability are less likely than other Canadians to participate regularly in physical activities.
A person with a disability might gain the following benefits: - Improved physical stamina and self-confidence bring greater independence - Controlled weight loss and increased strength aid with strength and mobility - Enhanced circulation reduces the possibility of blood pooling and swelling in limbs - Improved posture decreases aches and pains
Children with a Disability
(2)
An inclusive environment is one that provides the opportunity for children of all abilities and interests to participate in all activities. Inclusive environments recognize the inherent value of each child, the right to take risks and make mistakes, the need for independence and self determination, and the right to choice.
Children with a Disability
(3)
In an inclusive program:
Activities are modified and individualized as necessary Expectations are realistic yet challenging Assistance is provided only to the degree required Dignity of risk and availability of choices are respected and fostered
Words with Dignity
Active Living Alliance for Canadians with a Disability Instead of… Use… Disabled, handicapped, crippled Crippled by, suffering from Person with a disability.
Person who has…or person with… Confined, restricted to a wheelchair Person who uses a wc Retarded, mentally retarded Physically Challenged Learning disabled Disabled sport Person with an intellectual disability Personal with a physical disability Person with a l.d.
Sport for athletes with a disability
Active Ideas
Large Spaces, Small Spaces, Circle Time, and Outdoor Activities
Supporting Physical Activity
Why environmental supports?
Environmental & policy approaches may be especially indicated as a complement to more frequently used individual behaviour & lifestyle modification strategies, because they can benefit all people exposed to the environment rather than focusing on changing the behaviour of one person at a time.
Brownson et al, AJPH, 2001. Vol 19. No. 12
How the environment works against us?
We have engineered physical activity out of our lives … HOW?
Environmental Barriers
The growing urbanization and mechanization of modern life have made it easier for us to become physically lazy and sedentary. We drive rather than walk; we take escalators rather than climb stairs; we push a button on an electric dryer rather than bend down and reach up to hang clothes on a clothes line. Whereas exercise was once an inevitable part of living, today we must consciously
plan to get the exercise needed to maintain good health.
John Farquhar, 1987
Supportive Environments
Social supports Physical supports Policy supports
A: Social Supports
Why social support?
62% of individuals with high levels of perceived support started an exercise program when compared with 18% of those who perceived low levels of support.
Zindler-Wenett & Weiss (1987)
SOCIAL SUPPORTS
Includes family, peer groups or building new social units as required.
Parents & Family: Powerful determinant of behaviour Adolescents’ health related behaviour correlates highly with parents’ behaviours Family support very important in adult behaviour.
Examples of Social Support
Set up teams, buddy systems Mentors, sponsors Support groups or similar group opportunities (those who have survived breast cancer) Call in / Hot lines Include “significant others” in program Inventories of local services for referral Surroundings in which many people are exercising Friends who encourage exercise Having at least 1 friend with whom to exercise
Type of Social Support
role modeling by staff, parents, and caregivers peers (and slightly older) media
B: Physical Supports
The physical surroundings …
. . . Describe everything from the quality of the air people breathe to the quantity & quality of the activity-related resources available at home, at school, at work, & throughout the community A physical environment should provide ample opportunities to be physically active.
Physical resources should be:
available accessible affordable acceptable appropriate
Ideas of Physical Supports:
sidewalks with appropriate pedestrian buffers traffic calming devices safe, clean, accessible stairwells workplace walking routes mapped out playground lights pedestrian malls child care facilities with outdoor recreation
C: Policy Supports
What is Policy ?
Can specify expectations, regulations & guides to action Can be informal or formal rules of conduct which govern an organization, a community, a province or a country such that they support health promoting actions Should be part of a comprehensive health promotion strategy
Policy is often thought of as a principle, value or course of action which guides present and future decision-making.
Public policy refers specifically to legislation enacted by elected governments at all levels.
There is a consequence for non-compliance.
Why Take a Policy Approach?
“ If we rely solely on a strategy of providing information, we not only abandon our communities by not providing real support for change but lose our voice in shaping the social, political and economic contexts in which the information is given.”
Wallach, Dorfman, Jernigan & Themba, 1993: 26-27
Why Take a Policy Approach?
Awareness & educational programs may be short-lived when designated funds are no longer available, but policies, once implemented are much harder and slower to change…more sustainable.
Because they are harder to change, they can withstand changes in politicians/decision makers.
Canada’s Physical Activity Guide
ENDURANCE ACTIVITIES 4 – 7 days a week
Endurance activities help your heart, lungs, and circulatory system stay healthy and give you more energy. They range from walking to organized exercise programs and recreational sports.
Some examples: Walking Cycling Golfing (without the cart!) Skating Cross country skiing Snow shoeing Swimming Dancing Tennis Propelling a wheelchair (“wheeling”)
Canada’s Physical Activity Guide
FLEXIBILITY ACTIVITIES 4 – 7 days a week
Flexibility activities help you to move easily, keeping your muscles and your joints mobile. Regular flexibility activities can help you to live better, longer, so that your quality of life and independence are maintained as you get older. Flexibility activities include gentle reaching, bending, and stretching of all your muscle groups.
Some examples: Gardening Yard work Tai Chi Golf Yoga Mopping the floor Vacuuming Stretching exercises Bowling Curling
Canada’s Physical Activity Guide
STRENGTH ACTIVITIES 2 – 4 days a week
Strength activities help your muscles and bones stay strong, improve your posture and help to prevent diseases like osteoporosis. Strength activities are those that make you work your muscles against some kind of resistance, like when you push or pull hard to open a heavy door.
Some examples: Heavy yard work, such as cutting & piling wood Raking and carrying leaves Lifting and carrying groceries Climbing stairs Exercises such as abdominal curls, push-ups Wearing a backpack, carrying books, etc.
Weight/strength-training routines
Resources and Tools
Sharing Great Ideas
Key Messages
Key Messages to Share
The goal is not to produce Olympic athletes but to contribute to lifelong attitudes that value physical activity.
Physical Activity programming should benefit all children regardless of body type, size, skill, coordination.
Key Messages
cont.
Children should never be singled out or embarrassed into physical activity Use observational skills to identify clues to explain reluctance, and find ways to encourage involvement.
Encourage participation, not performance or perfection.