Transcript Physical Education and Activity for Kids

Physical
Education and
Activity for
Kids
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Sponsored by
Human Kinetics &
The University of North Texas
Developed by The UNT Department of
Kinesiology, Health Promotion, & Recreation
UNT Department of Kinesiology,
Health Promotion, & Recreation
Faculty involved in PEAK
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Karen Weiller, Ph.D.
Scott Martin, Ph.D.
James Morrow, Jr., Ph.D.
Allen Jackson, Ed.D.
Miguel Perez, Ph.D.
Patsy Caldwell, Ed.D.
www.coe.unt.edu/khpr/peak
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Topics Covered
• Physical Activity and Health
• Minority Issues Related to Physical Activity
and Health
• Teaching Physical Education to Promote
Physical Activity
• Changing Directions
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Physical Activity and Health
4
Notes for the Importance of
Physical Activity 460 BC to 1996
• Throughout history we have known that the
human body needs regular physical activity
to achieve optimum health.
• The future health status of the population of
the U.S. is going to be related to the
physical activity levels present in our
lifestyles.
5a
Notes for Who Recommends
Physical Activity for Health
• Almost all major health organizations
recognize the benefits of physical activity in
the prevention of chronic disease.
• The question is not who does recommend
physical activity but who doesn’t.
6a
Notes for Surgeon General’s
Comment
• The Surgeon General’s report on physical
activity and health is the culminating
scientific position on the need for regular
physical activity to improve the health of
the citizens of the U.S.
7a
Notes for Physical Activity and Exercise
Should Lead to Improved Health Related
Physical Fitness
• Health related fitness identifies physical
fitness factors that are related to health
outcomes.
– Cardiorespiratory endurance - cardiovascular disease
– Body composition - obesity
– Musculoskeletal fitness (strength, flexibility, local
muscular endurance) - functional capacity,
osteoporosis, and low back pain
8a
Notes for Physical Activity Patterns in
Young Children are Not Good
• Too many of our children are physically
inactive to achieve and maintain good
health.
• Childhood obesity and physically inactive
lifestyles can track into adulthood.
9a
Notes for Physical Activity Patterns in
Children and Adolescents
• The percentage of young people who are
physically inactive grows as they age and
we have a young adult population where
the majority are physically inactive.
10a
Notes for Lower Cardiovascular
Endurance Levels in Children
• The lack of physical activity leads to many
teenagers who are physically unfit. The
problem is especially serious in teenage
girls.
11a
Notes for Increased Body
Fatness as Children Age
• Over 30 percent of adults in the U.S. are
considered overweight for good health.
• A growing trend of obesity is present in our
children.
• Teenage obesity has been shown to track
into adulthood.
12a
Notes for Healthy People 2000
• The Healthy People 2000 program of the
U.S. Department of Health and Human
Services was initiated in 1990 to improve
the health of U.S. citizens.
• Increased levels of physical activity was
one of the major goals.
13a
Notes for 1995 Midcourse Review
• Unfortunately the goals for increased levels
of physical activity through physical
education are not being met and probably
will not be achieved by the year 2000.
• Some of the physical activity objectives are
even moving in the WRONG direction.
14a
Notes for U.S. Surgeon General
Comments
• These statements from the Surgeon General’s
report illustrate the lack of physical activity and
physical education provided for our children.
• When physical activity interventions are used in
the schools, they work. We just do not have
enough quality physical education programs.
15a
Notes for Good Physical
Education Programs Emphasize
• People do things they like to do. Children need to
have fun while they are physically active.
• Children need to learn to be active in their leisure
time.
• Children need to learn that physical activity is an
essential part of a healthy lifestyle.
16a
Notes for Physically Active
Children and Adolescents
• Childhood attitudes and behaviors do relate
to adult attitudes and behaviors.
• Physically active and fit children tend to be
physically active and fit adults.
• Obese adolescents tend to be obese adults.
17a
Notes for Regular Physical Activity in
Childhood and Adolescence
• Physically active children receive fitness
and heath benefits for both the mind and the
body.
18a
Minority Issues Related to
Physical Activity and Health
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Notes for Minority Issues Related
to Physical Activity and Health
• The health status of minority groups in the
U.S. is negatively impacted by poor
nutritional habits and low levels of physical
activity.
• National studies have found that members of
underrepresented groups are less likely than
the general population to engage in leisure
time physical activity.
• For a number of reasons women are less
likely than men to engage in physical
activity.
20a
Notes for Physical Activity
Among Minorities
• Studies have found different activity levels
between different ethnic groups (Pate, 1996;
Zakarian et al., 1994).
• There also appear to be differences in the
types of activities chosen by ethnic groups.
21a
Notes for Market Physical Activity
Programs as Recreational Activities
• Studies have shown that members of underrepresented groups might not respond well
to traditional exercise methods.
• Alternative forms (e.g., recreation) have
been found to be effective means to reach
underrepresented groups (Lewis et al.,
1993).
22a
Notes for Promote Team and
Individual Activities
• Cultural values promoting group status and
wellbeing necessitate the inclusion of team as well
as individual activities in promoting physical
fitness among members of underrepresented
groups.
• The community plays a key role among minority
groups, therefore, it is recommended that team
sports and activities be promoted.
23a
Notes for Promote Outdoor
Activities
• The community plays a key role among
minority groups, therefore, it is
recommended that outdoor activities be
promoted.
• This will not only increase physical activity
levels, but it is expected to increase group
cohesiveness.
24a
Notes for Provide a Safe
Environment
• Unfortunately, low-SES individuals might
reside in unsafe environments making it
difficult to engage in outdoor activities.
• Community environments must be made
safer so that people can engage in leisure
time physical activities.
• Myers (1995) found that after school
programs are effective.
25a
Teaching Physical Education to
Promote Physical Activity
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Notes for Teaching Physical Education to
Promote Physical Activity
• Developmentally Appropriate
• National Standards
• Foundations of Physical Education
Elementary school children should accumulate at
least 30 - 60 minutes of age and developmentally
appropriate physical activity on all or most days of
the week.
Some activity should be in periods of 10 - 15
minutes or more and include moderate to vigorous
activity with brief rest periods.
Extended inactivity is discouraged.(Corbin &
Pangrazzi, 1997).
26a
Notes for Developmentally
Appropriate Physical Education
• COPEC - nation’s largest
professional association for
children’s physical education
• Quality, daily physical education
should be available to all children
• Outcome of developmentally
appropriate program - individuals
who are physically educated
27a
Notes for Purpose of COPEC
Document
• Describe in a straightforward manner
practices that are appropriate for children in
physical education programs.
• Extend awareness that childhood is the time
to begin development of active and healthy
lifestyles.
• Responsibility primarily within physical
education programs in schools.
28a
Notes for What is a Physically
Educated Person?
• HAS learned skills necessary to perform variety of
physical activities
• DOES participate regularly in physical activities
• IS physically fit
• KNOWS implications of and benefits from
involvement in physical activities
• VALUES physical activities and its contributions
to a healthful lifestyle (NASPE, 1990)
29a
Notes for Appropriate Practices
• Programs that are age appropriate and
individually appropriate
• Programs that are designed for age group to
be served
• Programs which recognize that children are
not miniature adults
30a
Notes for Appropriate Fitness
Development
• Children understand important concepts of
physical fitness.
• Children understand the contribution fitness
makes to a healthy lifestyle.
• Children are not required to participate in
fitness activities, but helped to understand
why they participate.
31a
Notes for Fitness Development
• Children are not required to
participate in fitness activities just
for the sake of participating, but
helped to understand reasons why
• Using exercise as punishment
– Drawbacks
• punishment can arouse fear of failure
• punishment can hinder the learning of
skills
• punishment can act as negative
reinforcement.
32a
Notes for Physical Fitness Tests
• Physical fitness tests are used as part of a
process through which children understand,
enjoy and improve physical health.
• Tests are used as a tool for developing
physical fitness knowledge, understanding
and competence.
33a
Notes for Why is This Important
to Me?
• Assist in recognition of practices which are
in the best interests of children.
• Assist in “selling” best programming to all
those concerned with children’s physical
health and well-being.
• Apply interrelated components of document
to programming.
34a
National Standards for Physical
Education
Identify What A Physically
Educated Person Can Do
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Notes for National Standards for
Physical Education
• The standards are a part of an
educational reform that identifies
what a child should know and be
able to do by high school graduation.
• These standards were developed
under the direction of the National
Association for Sport and Physical
Education with input from
practitioners at all levels.
35a
Notes for Can Do Many Activities
and is Expert in a Few
• The intent of this standard is the development
of adequate skill in order to participate in
activities for a lifetime.
• This is achieved through emphasis on
fundamental motor skills at the elementary
level, developing a wide variety of skills in
middle school and becoming specialized in a
few activities in high school.
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Notes for Knows How to:
• The learner can use cognitive information to
enhance personal motor skill acquisition
and performance.
• The learner develops the ability to
independently acquire new skills and refine
existing ones.
37a
Notes for Active Lifestyle
• The intent of this standard is to
establish patterns of regular
participation in meaningful physical
activity.
• Regular participation is more likely
to occur when students have
developed interests and skills in a
wide variety of activities in order to
identify those that have meaning for
each individual.
38a
Notes for Healthy Fitness Status
• Each individual will develop a health
enhancing level of fitness.
• The ultimate goal is that students will have
the skill and willingness to accept
responsibility for maintaining a healthy
fitness level throughout life.
39a
Notes for Personal and Social
Behavior
• The intent of this standard is achievement of
self-initiated behaviors that promote
personal and group success while
participating in physical activities.
40a
Notes for Respects Differences
Among All People
• The intent of this standard is that
children from different ethnic and
racial backgrounds will
successfully participate together.
• Individuals with disabilities and
varying physical characteristics are
active participants.
• There is acceptance and
involvement for all individuals.
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Notes for Understands Benefits
of Physical Activity
• The intent of this standard to develop
awareness of the values and benefits
derived from participation in physical
activity.
• Development of awareness of the personal
benefits contributes to a lifetime of active
participation.
42a
Notes for Contributions of
Standards to Local Schools
• Benchmarks for specific grade levels are
identified to assist in implementation of a
progressive curriculum from kindergarten to
high school graduation.
43a
Notes for Foundations of Physical
Education
• This class is more than just participation in
various sports and dance activities.
• There is an integration of classroom
activities, laboratory experiences and
participation in a variety of fitness
activities.
44a
Notes for Stairway to Lifelong
Participation
• Many approaches are used in this class to
empower students to apply skills,
knowledge, and attitudes that lead to
maintenance of a health enhancing level of
fitness throughout their adult lives.
45a
Notes for Content Includes
Page 1
• During the cognitive part of the class
students acquire knowledge of fitness
concepts and principles necessary for the
development of a personal fitness program.
• They learn the relationship between
physical inactivity and disease.
46a
Notes for Content Includes
Page 2
• Students experience many modalities of
activity that enhance personal fitness in
order to identify enjoyable ways of
achieving fitness.
• Enjoyment has been identified as an
important prerequisite to continued
participation.
47a
Notes for Content Includes
Page 3
• Through the laboratory experiences students
develop skills in assessment of their fitness
level and apply cognitive understanding to
the development of a personal fitness
program.
48a
Changing Directions
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Notes for Changing Directions
"Impacting lifestyle behaviors is not easy. It may
involve attempts to modify behaviors that are well
ingrained. Many people need to be involved. Let's
look at who might be involved."
• Who Can Help Promote Lifelong
Physical Activity?
• Guidelines for Promoting Lifelong
Physical Activity
• Action Tips
49a
Notes for Who Can Help Promote
Lifelong Physical Activity?
• "No single group can help promote physical
activity. It involves the collaborative efforts
of parents, teachers, school administrators,
recreation leaders, community services,
health professionals, and the students
themselves."
50a
Notes for Guidelines for Promoting
Lifelong Physical Activity Among All
People
• Children and adolescents should accumulate
at least 30 to 60 minutes of age and
developmentally appropriate physical
activity from a variety of physical activities
on all, or most days of the week.”
• Activities should be based on the
characteristics for children and adolescents.
(adapted from COPEC)
51a
Notes for Action Tips Page 1
• Most Americans are not physically active.
• Physical inactivity has been related to a number of
adverse health reactions.
• Physical activity not only assists with physical
health, but it also affects our mental health status.
• All adolescents should be physically active daily or
nearly every day (e.g., play, games, recreation,
sports, physical education).
• In addition to daily lifestyle activities, three or
more sessions per week of activities lasting 20
minutes or more at a time, that require moderate to
vigorous levels of exertion, are recommended.
52a
Notes for Action Tips Page 2
• Many reasons have been given for not
participating in physical activities. Lack of
time, ability, and desire are often sited.
Playgrounds, low-cost “gyms,” and
recreational sites should be made available
for people to exercise.
• It is imperative for the development of our
children.
53a
Notes for Action Tips Page 3
• The U.S. Surgeon General has
determined that Americans are not
physically active.
• Role modeling is not only good for
getting children to exercise, but
also assists all of us.
• Protected and safe environments
have been found to increase
participation in leisure time
physical activities.
54a
Physical
Education and
Activity for
Kids
1
Sponsored by
Human Kinetics &
The University of North Texas
Developed by The UNT Department of
Kinesiology, Health Promotion, & Recreation
References
55
References
• Corbin, C.B., & Pangrazi, R.P. (1997) Guidelines
for appropriate physical activity for elementary
school children. Council for Physical Education
for Children.
• Fardy, P.S., White, R.E., Clark, L.T., Amodio, G.,
Hurster, M.H., McDermott, K.J., & Magel, J.R.
(1995). Health promotion in minority adolescents:
A Healthy People 2000 pilot study. Journal of
Caridopulmonary Resuscitation, 15(1), 65-72.
56
References
• Lewis, C.E., Raczynski, J.M., Heath, G.W.,
Levinson, R., Hilyer, J.C., & Cutter, G.R. (1993).
Promoting physical activity in low-income
African-American communities: The PARR
Project. Ethnicity and Disease, 3(2), 106-118.
• Myers, H.F., Kagawa-Singer, M., Kumanyika,
S.K., Lex, B.W., & Markides, K.S. (1995).
Behavioral risk factors related to chronic diseases
in ethnic minorities. Health Psychology, 14(7),
613-621.
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References
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• National Association for Sport and Physical
Education. (1995). Moving Into the Future
National Physical Education Standards: A Guide
to Content and Assessment. St. Louis: Mosby.
• Rainey, D., & Murray, T. (1997). Foundations of
Personal Fitness. St.Paul: West Publishing
Company.
• U.S. Department of Health and Human Services.
(1996). Healthy people 2000: Midcourse review
and 1995 revisions. Washington, DC: Government
Printing Office.
References
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• U.S. Department of Health and Human Services.
(1996). Physical activity and health: A report of the
Surgeon General. Atlanta, GA: U.S. Department of
Health and Human Services, Center for Disease
Control and Prevention, National Center for
Chronic Disease Prevention and Health Promotion.
• Zakarian, J.M., Hovell, M.F., Hofstetter, C.R.,
Sallis, J.F., & Keating, K.J. (1994). Correlates of
vigorous exercise in a predominantly low SES and
minority high school population. Preventive
Medicine, 23(3), 314-321.
Acknowledgements
The authors wish to thank Human Kinetics
and the College of Education at the
University of North Texas for their financial
support. Also, a special thanks is extended to
Patrick Baley for his technical assistance in
the development of Project Peak.
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Focus Group Assessment
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Focus Group Assessment
The purpose of this project is to develop a multimedia,
motivational package designed to demonstrate the value of
lifetime physical activity and the role physical education plays
in maintaining healthy and active lifestyles.
Please respond to the following questions about this
multimedia presentation.
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 Does this media presentation meet the stated objective?
Yes
No
comments:
 What did you like about the media presentation?
 What did you not like about the media presentation?
 Identify changes/additions which you believe would
better address the stated project purpose.