CATCHing the Essentials Coordinating the Message: The Components of the CATCH Program Welcome the group back from the break. So, hopefully you have a basic understanding of what CATCH and CSH is now. We are now going to spend a “day in the life of CATCH” – we are going to break down each of the components of the CATCH Program and give you more information about each one. We want to initiate that coordination process now by giving everyone, regardless of where they are in the school, a basic understanding of each component and what the objectives of each component are.

Also, please open your workbooks to the very last page where you will find your “Am Do, Can Do, Will Do” list. Through out the day, we would like you to write down things that you see or hear. If you see/hear something that you are already doing (for example, serving low-fat milk in the cafeteria, playing fun and active games in PE, or talking about the food pyramid/other health topics in the classroom), those items would go in the “Am Doing” column. If you see/hear something today that you can go back and implement tomorrow that doesn’t take a lot of time or money (for example, a new PE game or an activity for parents), that would go in the “Can Do” column. Lastly, things that might take a little more time and money, like a health fair or family fun night, that would go in the “Will Do” column. We will try and refer you back to you to it throughout the day. So hopefully at the end of the day today, when we start action planning, you will have this as a resource and be able to share with the others on your campus all the great things you are doing or what you want to do.

Coordinating the Message GO, SLOW, & WHOA food categories Kids receive consistent healthy messages in the classroom, cafeteria, & in PE class Through the classroom lessons Posting GO, SLOW, & WHOA signs on cafeteria line Using CATCH GO, SLOW, & WHOA Eat Smart games in CATCH PE class Also, as we highlight each component area, we will also demonstrate one way to coordinate the message. We’ll be using the example of Go, Slow, and Whoa language. The “Go,” “Slow,” & “Whoa” food categories offer a great opportunity to coordinate across the components. We talk about “bathing” the kids in the language of CATCH and health – “Go,” “Slow,” & “Whoa” is one way to do that. The kids learn about “Go,” “Slow,” & “Whoa” foods in the classroom, then they’ll go to the cafeteria and see the food line labeled with “Go,” “Slow,” & “Whoa” food items, and in the PE activities there is a section of “Go,” “Slow,” & “Whoa” Eat Smart games so the message is once again conveyed and reinforced to the kids.

GO – SLOW – & WHOA Foods GO Foods = Contain the lowest amount of fat/sugar. Students are taught that GO foods should be eaten more often than SLOW or WHOA foods. SLOW Foods = SLOW foods are higher in fat/sugar than GO foods, and lower in fat/sugar than WHOA foods. Students are taught that SLOW foods should be eaten less often than GO foods and more often than WHOA foods. The “Go”, “Slow”, and “Whoa” categories are ways to easily identify what foods are healthier for you. The students are taught that…(go through each of the definitions) Mention that there are no “No” foods. We don’t want to tell kids what they can’t eat, because what will they immediately go do? (wait for the audience response…typically they will say that kids will eat the foods that we tell them not to eat). Then, point out that it is about that balance and everything in moderation. Now, we’re going to start with the PE component and we’re going to take some time to visit the gym and our CATCH PE class . . . WHOA Foods = WHOA foods are the highest in fat/sugar and are the most processed. Students are taught that WHOA foods should be eaten less often than GO or SLOW foods.

CATCHing the Essentials CATCH PE The Physical Education Component of the CATCH Program The first component we are going to start with is CATCH PE.

Goal Of CATCH PE CATCH PE is designed to promote children’s enjoyment and participation of MVPA (moderate to vigorous physical activity) during PE classes, recess, and extracurricular activities, and recreation time with family and friends. Review overall goal of CATCH PE.

Key Objectives of CATCH PE Students enjoy physical activity Students are involved in MVPA for 50% of class time All students are provided with many opportunities to participate and practice skills Students are encouraged to participate in physical activity outside of PE class These are the objectives of CATCH PE. First and foremost, we want children to enjoy being active. If kids enjoy being active, they’re more likely to be active as they get older and throughout their lives. Also, during PE class we want to keep kids moving in moderate to vigorous physical activity (MVPA) – that’s basically a brisk walk and above – for at least 50% of class time. Now, you’re not necessarily going to be able to attain that every class on every single day, but it’s the goal. While we’re keeping kids moving during class, we also want to provide students with lots of opportunities to practice and participate. Hopefully, gone are the days of students sitting in long relay lines or waiting for other teams to play. You can remember this one with: practice, practice, practice. Finally, we want the students to take the message home and encourage kids to be active outside of PE class time. Whether it is at recess time, not just standing around talking to their friends, or if they go home and simply ride their bike instead of watching TV. Stop - Explain that they are about to “go to PE”. Once they are done with the sample lesson, come back to this slide to review the objectives one more time.

“The Language of CATCH” “Hitting the Track”/ “Mingle-Mingle” Lost & Found Eliminate elimination games Re-Entry Tasks/Re-Entry Zone Challenge by Choice The “When” before the “What” Nutrition language integration Go Activities - MVPA “CATCHify” old favorites “CATCH” them making healthy choices! Discuss the “Language of CATCH” that was demonstrated in the sample lesson Hitting the Track – children walking the boundaries. Mingle, Mingle – a great game for kids to learn their personal space and get quickly into groups. Lost & Found – this term is used to refer to the teacher when kids are getting into groups. If they don’t find a group, they can go to “lost & found” and get placed quickly into a group. Eliminate elimination games – CATCH games are designed to have all children involved. Re-Entry Tasks/Re-Entry Zone – a child can go to a designated re-entry zone to perform a task and re-enter the game. Challenge by Choice – the focus is taken off of “winning and losing” and placed more on improving yourself. The “When” before the “What” - For example: “ When I say GO, you will hit the track”. Nutrition Language Integration- Integration of the GO, SLOW, and WHOA food categories is encouraged (e.g., Perform 5 jumping jacks and call out 5 GO Foods). Go Activities – Activities that are designed to get your heart rate up and increase moderate-to-vigorous physical activity. CATCHify old favorites – how can you make low movement games, like kickball, more in line with the CATCH objetives “CATCH” them making healthy choices – constantly try to give positive recognition to kids when they make healthy choices.

Physical Education Barriers Large class sizes (multiple classes) Limited space Not enough equipment Small budget Low priority to other subjects These are some of the barriers that PE teachers have expressed. Review the barriers and ask the PE teachers to raise their hand. Then, ask them if these are some of the barriers they experience and if there are any others they face.

CATCH PE BASICS B Boundaries and Routines A Activity from the Get-go S Stop and Start Signals I Involvement by All C Concise Instructional Cues S Supervision Discuss each letter of the BASICS – one of the CATCH behavioral management strategies. Most PE teachers will be able to speak to what each letter means to them, and how the BASICS helps reach the CATCH PE objectives and overcome barriers.

CATCH PE Materials Activity Box – Grades K-2: Over 300 games & activities Emphasizes essential movement concepts and fundamental skill themes Activity Box – Grades 3-5: Over 500 games & activities Expands on the range of skill themes and activities challenging children to learn in more complex movement environments PE Guidebook – Grades K-8: Information about implementing CATCH PE activities Sample unit plans, management techniques, safety hints The CATCH PE materials include Activity Boxes for K-2, 3-5, and 6-8. The Activity Boxes contain hundreds of games and activities that are enjoyable and developmentally appropriate for each grade level. In the K-2 box, the games focus more on fundamental skill themes like striking, kicking, and catching. The 3-5 box expands on more complex movement skills and progresses into more sport-specific activities such as basketball, volleyball, jump rope. There is an optional 6-8 box geared more toward recreational and lifetime fitness activities. The K-8 PE Guidebook offers a variety of information from safety hints and management techniques to sample unit plans. However, it is not a set curriculum…it does not prescribe activities to do on specific days of the week. (Flip open the guidebook to any unit plan) What it does provide is direction on how you can organize your units. For example, in this unit ________, you can see the activities suggested for each of the components of the CATCH PE lesson: WU, GF, GA, and CD. The unit also follows a developmental progression as well. This is great for new teachers who are looking for ways to organize their curriculum or fresh ideas for those veteran teachers.

CATCH PE Activity Box - Grades 3-5 WARM-UP/COOL-DOWN ACTIVITIES GO FITNESS CARDIOVASCULAR EFFICIENCY Quick Cardio Games Bench Aerobics Aerobic Games Jump Rope Aerobic Rhythms MUSCULAR STRENGTH & ENDURANCE FLEXIBILITY GO, SLOW, WHOA EAT SMART GAMES FITNESS CHALLENGES GO ACTIVITIES BASKETBALL FOOTBALL SOCCER FLOOR HOCKEY HULA HOOP SOFTBALL FLYING DISC PARACHUTE TENNIS VOLLEYBALL ALSO: LIMITED SPACE & FORMATIONS SECTIONS The activity box is broken down into the four components of the CATCH PE lesson format, as well. In the front are the Warm-Up and Cool-Down cards. Next are the Go Fitness cards which include activities for cardiovascular efficiency, flexibility, and muscular strength. Then, there are the Go Activity cards. This is an example of the 3-5 box, and you can see the variety of sections that include different sports to parachute and hula hoop. They are all color coded, and there are even blank cards to add in your own games.

Activity Box Cards INTRODUCTION CARDS 2. Technique/Teacher Cues 1. Introduction & Objectives 2. Technique/Teacher Cues 3. How to Use this Section & Safety Hints 4. Glossary of Terms ACTIVITY CARDS 1. Name of Activity 2. Grade Level & Equipment 3. Skills Emphasized 4. Organization & Description 5. Teaching Suggestions & Variations TASK CARDS 1. Description & Picture Each section is then broken down. (Take out the jump rope section and hold it up) Each section is divided up by tabbed cards which provide a list of activities in each section. A neat thing on the back of the tabbed cards is (flip the card around) other activities that are not included in this section, but that could be applied to add more variation. The salmon colored cards (move the tabbed card to the back) are the introduction cards that give the objectives of the section along with definitions, safety hints, and other general information. The green cards (move the salmon cards to the back) are the activity cards. These cards provide the equipment you will need, how to organize the students, and even other variations for the activity. The task cards (move the green cards to the back) are pictures and written descriptions of the task to be performed. The are easy to understand and are great for stations.

You have 2 minutes. Be ready to summarize your dialogue for all of us! Coordination Time PE Teachers: Talk with your group about what people can do to help support your efforts. Everyone: Talk about what you can do to support PE/physical activity efforts. Give everyone a couple of minutes to discuss and then ask folks to share. You have 2 minutes. Be ready to summarize your dialogue for all of us!