A resource to promote Daily Physical Activity in Primary Schools

Aims Every child to be active for at least 30 minutes every day Every child to be active for at least 30 minutes every day For every child to grow up in an active school community in which DPA is embedded in the learning process For every child to grow up in an active school community in which DPA is embedded in the learning process To improve quality of life and academic success for children To improve quality of life and academic success for children

The Resource 6 Themes o Action Rhymes o Coordination and Manipulative Challenges o Running and Chasing Games o Activities For Small Spaces o Aerobics o Skipping

Card Format Cards organised into 4 books – Foundation, KS1, LKS2 and UKS2. Ready Ready Steady Steady Go Go Extension Opportunities Extension Opportunities Lifestyle Tip Lifestyle Tip Learning Objectives Learning Objectives

Action Rhymes Cards supported by DVD Cards supported by DVD Structured so that children’s heart rates are raised Structured so that children’s heart rates are raised Develop fine and gross motor skills Develop fine and gross motor skills Include cross lateral movements where appropriate Include cross lateral movements where appropriate

Coordination and Manipulation Challenges Hand Eye Coordination Hand Eye Coordination Strength, Balance and Coordination Strength, Balance and Coordination Cross Lateral Activators and Kinaesthetic Movements (F & KS1) Cross Lateral Activators and Kinaesthetic Movements (F & KS1) Cross Lateral Activators and Multi-sensory Activities (LKS2 and UKS2) Cross Lateral Activators and Multi-sensory Activities (LKS2 and UKS2)

Running and Chasing Games Team, group and individual activities Team, group and individual activities Larger space needed Larger space needed Can be used for Games warm-ups Can be used for Games warm-ups KS1 & KS2 KS1 & KS2

Activities For Small Spaces Imaginative and creative Imaginative and creative Easy to manage in the classroom Easy to manage in the classroom Links to mathematic and literacy objectives Links to mathematic and literacy objectives Wide range of themes Wide range of themes

Skipping Explanation and demonstration followed by children practising the skip that has been taught Explanation and demonstration followed by children practising the skip that has been taught Safety considerations in the Teachers’ Handbook Safety considerations in the Teachers’ Handbook DVD to be used by teachers or other ‘Fitness Leaders’ within the school DVD to be used by teachers or other ‘Fitness Leaders’ within the school

Aerobics DVD to be used with children DVD to be used with children Safety instructions in Teachers’ Handbook Safety instructions in Teachers’ Handbook Routines are progressive Routines are progressive Children should be encouraged to develop their own choreography Children should be encouraged to develop their own choreography

Implementation Maximum flexibility Maximum flexibility Include MTAs and child led fitness sessions Include MTAs and child led fitness sessions Research shows that time spend on DPA reaps rewards Research shows that time spend on DPA reaps rewards Utilise opportunities to promote understanding of healthy lifestyles Utilise opportunities to promote understanding of healthy lifestyles

Australian Research on the benefits of DPA Students display less discipline problems (CAHPERD 1998) Students display less discipline problems (CAHPERD 1998) Increases educational aspirations (Keer 1996) Increases educational aspirations (Keer 1996) Is linked to improvements in other subjects (Sallis 1999) Is linked to improvements in other subjects (Sallis 1999) Students become more productive (Kidd 1999) Students become more productive (Kidd 1999)

 Improves self esteem (Mckay 1996) Enhances social and moral development (Shields and Bredemeier 1994) Enhances social and moral development (Shields and Bredemeier 1994) Reduces likelihood of anti social behaviours (Kerr 1996) Reduces likelihood of anti social behaviours (Kerr 1996) If children miss these opportunities during school time they do not catch up in their own time (Dale 1999) If children miss these opportunities during school time they do not catch up in their own time (Dale 1999)

Perceived Barriers Not enough Time Not enough Time Not enough equipment Not enough equipment Not enough ideas Not enough ideas Children become hot and sweaty Children become hot and sweaty Class loses focus Class loses focus Any more Any more

TAKE TEN TWO ANY IDEAS?