Transcript Reporting Status or Progress

HEALTH-RELATED PHYSICAL
EDUCATION
BY
Lynn Housner
West Virginia University
PHYSICAL ACTIVITY AND
HEALTH
Fact Sheets
LONG-TERM CONSEQUENCES
OF PHYSICAL INACTIVTIY



Physical inactivity & poor diet account for at
least 300,000 (in 1990) preventable deaths.
Only tobacco use accounts for more
preventable deaths (400,000)
Physical inactivity increases the risk of dying
prematurely from heart disease, diabetes,
colon cancer, and the effects of high blood
pressure (I.e.,stroke).
Actual Causes of Death in the
United States, 1990
500,000
400,000
400,000
300,000
300,000
200,000
100,000
100,000
90,000
30,000
20,000
Sexual
behavior
Illicit use of
drugs
0
Tobacco
Diet/Activity
Alcohol
Microbial
agents
Source: McGinnis JM, Foege WH. JAMA 1993;270:2207-12.
and Diabetes in the U.S. (in $
billions)
350
$ in billions
300
$286
250
200
150
$107
100
$98
50
0
CVD1
Cancer2
Diabetes3
1 - Health care and lost productivity costs (American Heart Association); 2 - Health care,
lost productivity, and mortality costs (National Cancer Institute); 3 - Medical care costs
and lost wages (American Diabetes Association)
Estimated Annual Costs Attributable to
Obesity and Cigarette Smoking in the U.S.
Obesity1
 Direct health care costs: $39 - $52 billion
– 4.0% - 5.7% of all health care costs

Indirect costs: $47 billion
Cigarette Smoking2
 Direct medical care costs: $53 billion
– 6.5% of all health care costs
Sources: (1) Wolf AM, Colditz GA. Ob Res 1998;6:97-106; Allison DB et al. AJPH 1999;
88:1194-9 (2) Miller VP et al. Soc Sci Med 1999;48:375-91
THE NEED FOR HEALTH-RELATED
PHYSICAL EDUCATION



The percentage of overweight children has
more than doubled in the past 30 years.
5 million children are seriously overweight
Most obese children become obese adults
and are at increased risk of heart disease,
high blood pressure, stroke, diabetes, and
cancer
Why Target Youth?
80% of adult
smokers started
smoking before
they finished high
school
Source: U.S. DHHS. Surgeon General’s Report: Preventing Tobacco Use Among
Young People, 1994
Why Target Youth?

The younger people are when they start
using tobacco, the more likely they are
to become dependent on nicotine
– 25% of high school students smoked a
whole cigarette before age 13*

Physical activity and dietary patterns may
be established during childhood and
adolescence
*CDC, National Youth Risk Behavior Survey, 1997
Why Target Youth?

Risk factors for heart disease and
diabetes develop early in life
Triglycerides
LDC-Cholesterol
HDL-Cholesterol (low)
Insulin
Blood Pressure
Why Target Youth?
Risk factor trends are going in the
wrong direction
 Atherosclerosis is present in late
adolescence

Why Target Youth?
%
of children, aged 5-10, with 1
or more adverse CVD risk factor
27.1%
levels:
%
of children, aged 5-10, with
2 or more adverse CVD risk
6.9%
factor levels:
Source: Freedman DS et al. Pediatrics 1999;103:1175-82
Why Target Youth?
%
of overweight children, aged
5-10, with 1 or more adverse
CVD risk factor levels:
27.1% 60.6%
%
of overweight children, aged
5-10, with 2 or more adverse
CVD risk factor levels:
6.9% 26.5%
Source: Freedman DS et al. Pediatrics 1999;103:1175-82
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1985
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1986
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1987
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1988
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1989
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1990
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1991
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1992
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1993
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1994
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1995
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Preva lence of Obesity* Among U.S. Adults
BRFSS, 1996
(*Approximately 30 pounds overweight)
< 10%
10% to 15%
Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.
> 15%
Obesity Trends* Among U.S. Adults
BRFSS, 1997
(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)
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” woman)
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” woman)
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” woman)
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” woman)
No Data
<10%
10%–14%
15%–19%
20%–24%
≥25%
Obesity Trends* Among U.S. Adults
BRFSS, 2002
(*BMI(*BMI
≥30,
oror~
30lbs
lbs
overweight
5’ 4” woman)
30,
~ 30
overweight
for 5’4” for
person)
No Data
<10%
10%–14%
15%–19%
20%–24%
Source: Behavioral Risk Factor Surveillance System, CDC
≥25%
Percentage of Ages 12-17,
Overweight*, by Sex
Percent
12
11.4
10
9.9
8
6
4
Females
4.5
Males
4.6
2
0
1963-70
1971-74
1976-80
* >95th percentile for BMI by age and sex based on NHANES I reference data
Source: Troiano RP, Flegal KM. Pediatrics 1998;101:497-504
1988-94
Percentage of Ages 6-11,
Overweight*, by Sex
Percent
12
11.4
10
9.9
8
6
Males
4.3
Females
4
2
3.9
0
1963-70
1971-74
1976-80
* >95th percentile for BMI by age and sex based on NHANES I reference data
Source: Troiano RP, Flegal KM. Pediatrics 1998;101:497-504
1988-94
Overweight (%) Age 6 to
11,*, by Race and Sex
Percent
18
16
14
12
10
8
6
4
2
0
Black females
Black males
White males
White females
1963-70
1971-74
1976-80
1988-94
* >95th percentile for BMI by age and sex based on NHANES I reference data
Source: Troiano RP, Flegal KM. Pediatrics 1998;101:497-504
Economic Costs of Obesity
to U.S. Businesses in 1994

Total costs:
$12.7 billion
Health insurance expenditures: $7.7 billion
Paid sick leave: $2.4 billion
Life insurance: $1.8 billion
Disability insurance: $800 million
Approximately 5% of total medical care costs
Source: Thompson D et al. Am J Health Promotion 1998;13(2):120-7
Economic Costs Associated
with Obesity in a Workplace
Overweight
employees
Not overweight
employees
Average # sick
days
8.45
3.73
Sick day costs
$1,546
$683
Average health
care costs
$6,822
$4,496
Overweight=BMI>27.8 for men, >27.3 for women; n = 3,066 former bank employees
Source: Burton WN et al. J Occup Environ Med 1998;40:786-92
BENEFITS OF REGULAR
PHYSICAL ACTIVITY
Builds Healthy Bones and Muscles
 Builds Lean Muscle and Reduces Fat
 Reduces Risk of Heart Disease,
Diabetes, Cancer, Hypertension,
Osteoporosis, etc
 Reduces Stress and Depression
 Improves Fitness & Quality of Life

STATEMENT ON EXERCISE FROM THE
AMERICAN HEART ASSOCIATION

“Regular aerobic physical activity
increases exercise capacity and plays a
role in both primary and secondary
prevention of cardiovascular disease.
Inactivity is recognized as a risk factor
for coronary artery disease.
A.H.A. LABELS PHYSICAL INACTIVITY AS
A FOURTH RISK FACTOR FOR CORONARY
HEART DISEASE

New York, July 1, 1992 - The American Heart
Association today labeled physical inactivity,
or lack of exercise, as a fourth risk factor for
coronary heart disease along with smoking,
high blood pressure, and high cholesterol
levels. Regular physical activity plays a
significant role in preventing heart and blood
vessel disease and there is a relationship
between physical inactivity and cardiovascular
mortality.
WHY CHILDREN NEED HEALTHRELATED PHYSICAL EDUCATION

Quality physical education can:
– reduce the risk of heart disease
– improve fitness
– regulate weight
– promote active lifestyles & health
– reduce stress & depression
– increase self-esteem & confidence
– develop motor skills
– improve goal setting & self-discipline
PARTICIPATION IN PHYSICAL ACTIVITY
& PHYSICAL EDUCATION




Half of young people aged 12-22 do not
engage in regular vigorous activity.
Participation in physical activity is reported by
69% of 12-13 year olds, but only 38% of 1821 year olds.
Participation in daily physical education
continues to decline; particularly at the high
school level.
Most elementary physical education is
supervised by classroom teachers as ‘free
play”.
% of Parents of Children in
Grades K-12 Who:
Want their kids to receive daily physical
education: 81%
 Strongly agree that physical education
helps children prepare to become
active, healthy adults: 64%

Source: Survey by Opinion Research Corp. based on interviews with a nationally
representative sample of 1,017 adults, February 2000 (margin of error = +6%)
% of Parents of Children in
Grades K-12 Who:
Believe that physical education class
does not interfere with children’s
academic needs: 91%
 Believe that children should concentrate
on academic subjects at school and
leave the physical activities for after
school: 15%

Source: Survey by Opinion Research Corp. based on interviews with a nationally
representative sample of 1,017 adults, February 2000 (margin of error = +6%)
SPORT PLAY & ACTIVE RECREATION
FOR KIDS (SPARK)

WHAT IS SPARK?
– SPARK began in 1989 at San Diego State
University when a team of researchers
obtained a five year grant from the
National Heart, Lung, & Blood Institute to
develop, implement, and experimentally
evaluate a comprehensive health-related
elementary physical education program.
WHAT ARE THE OBJECTIVES OF
SPARK?
To counter heart disease by facilitating
engagement in regular physical activity
during physical education classes and
outside of school.
 Because, studies indicate that children
receive physical education irregularly &
often get very little activity during class.

UNIQUE CHARACTERISITCS
OF SPARK



SPARK classes are
active (50% MVPA)
SPARK promotes
physical activity
after school, on
weekends, and
during summers
SPARK is teacher
friendly


SPARK consists of
progressive units
with each lesson
pre-planned
SPARK is written to
comply with NASPE
guidelines & State
IGOs
SPARK PHYSICAL EDUCATION
OBJECTIVES


Enjoy & seek out
physical activity (PA)
Develop a variety of
motor skills that will
facilitate future
involvement in
physical activities


Develop & maintain
acceptable levels of
fitness
Develop the ability
to get along with
others in movement
environments
SPARK SELF-MANAGEMENT
OBJECTIVES




Self-responsibility for
PA programs
Goal setting for PA &
healthy food choices
Behavior change
strategies
Injury prevention &
safety



Strategies for family
& peer support
Strategies to
decrease sedentary
behavior
Understanding the
relationship between
PA, diet, & body
composition
THE EFFECTIVENESS OF SPARK: THE
MOST WIDELY RESEARCHED
CURRICULUM EVER


SPARK can be
taught effectively by
classroom teachers
and specialists
SPARK positively
affects the levels of
MVPA


SPARK facilitates
MVPA, skill
development &
fitness
Children like SPARK
activities
SPARKS BASICS
B - Boundaries & Routines
 A - Activity for the Get-GO
 S - Stop & Start Signals
 I - Involvement By All
 C - Concise Instructional Cues
 S - Supervision

SPARK INSTRUCTIONAL
FORMATS
Individual Days
 Partner Days

– Back to Back, Whistle Mixer, Taller/Shorter

Group Days
– Mingle Mingle , ABC/123, Shoe Colors
SPARK: K-2 UNITS





Perceptual Power
Beanbag Boogie
Happy Hoops
Jumping for Joy
Having a Ball





Let’s Hit it
Great Games
Parachute Parade
Dance With Me
Super Kid Stunts
BEGINNING THE SCHOOL
YEAR: PERCEPTUAL POWER

Perceptual Power is designed to:
– Teach movement concepts

levels, pathways, personal/general space
– Teach fundamental motor skills

hop, skip, gallop, slide, bend, stretch
– Teach rules, routines, & procedures for
management

grouping, boundaries, stop/start signals
ALL REMAINING K-2 SPARK
UNITS
Begin with SPARK Starters that focus on
providing instant activity with high
levels of MVPA (10-12 minutes)
 Skill instruction with continued attention
to high levels of MVPA (15-20 minutes)
 Cool Down & Closure (2-3 minutes)

Examples of SPARK Starters

Group Movement
Activities
–
–
–
–
–
–
I see, I see!
Crazy Animals
Motorcycle Mania
5 Touches
Go, Car, Go!
Here Comes The
Toad

Group Tag Games
–
–
–
–

T-Rex Tag
Crazy Doctor Tag
The Freeze
Bees and Honey
Bears
Group Dances
– The Chicken Dance
– Hokey Pokey
– S.H.O.E.S.
Sample SPARK Lesson Plan
Unit Assessment Checklist
SPARK 3-6 UNITS: TYPE I
ACTIVITIES (HEALTH-RELATED
FITNESS)





Cooperative Games
& Parachute
Aerobic Games
Power Walk & Jog
Dance & Rhythms
Jump Rope





Run to the Border
Fun & Fitness
Circuits
Strength &
Conditioning
Run USA
Group Fitness
SPARK 3-6 UNITS: TYPE II
ACTIVITIES (SKILL-RELATED
FITNESS)





Frisbee
Soccer
Field Games
Gymnastics
Basketball





Hockey
Volleyball
Track & Field
Softball
Handball/Wallball or
All-Run Games
SPARK 3-6 LESSON
STRUCTURE
Introduction (warm-up) with transition
to Type I Activity (15 minutes)
 Type II Activity with transition to cooldown (15 minutes)

Fitness Assessment: SPARK
PERSONAL BEST DAY
Allows students to track fitness over
time
 5 times per school year
 SPARK personal best lesson:

– 9 minute jog
– modified curl-ups
– push-ups
WVU SPARK INSTITUTE:
PARTICIPANT REMARKS
The SPARK program was awesome!
 Experienced teachers learned a lot too.
 It helped me realize that I want to
continue my education in PE.
 I am excited to bring SPARK into S.C.
schools.
 This was a great experience for me.

SPARK CAVEATS
The SPARK curriculum can be modified
 The SPARK units can be flexibly
implemented but lessons should be
presented in order
 SPARK is about increasing MVPA in and
out of school. Not increasing short term
and transitory fitness test scores.

CONCLUSION


SPARK argues that it is more important to
focus on the “process” of physical fitness and
encourage children to enjoy a lifestyle of
regular physical activity than to focus on
fitness testing.
The President’s Council on Physical Fitness
and Sports (1999) agree that physical
education should focus on “..physical activity
rather than on physical fitness” (pg. 4).