Physical Activity Steve Ball, Ph.D.

Health Risks Associated with Being Overweight Coronary heart disease Coronary heart disease Hypertension Hypertension Hypercholesterolemia Hypercholesterolemia Diabetes Diabetes

Actual and Projected Trends in US Overweight and Obesity – NHANES Data, 1976 to 2000

Trends in Childhood Overweight, “Genetics is not the cause of the obesity and diabetes epidemic. Obesity has tripled and diabetes has increased 5-9 fold since the 60’s. Genes don’t change that quickly”. Frank Booth, PhD, U of Missouri, Microbiologist, Genetics and Exercise researcher

Percent of obese/overweight youth who become obese adults by age category Dietz WH. Health consequences of obesity in youth: childhood predictors of adult disease. Supp Pediatr. 1998;3 (101): Must A and Strauss RS. Risk and consequences of childhood and adolescent obesity. Int J Obesity. 1999;23(Suppl 2):S2-S11.

Physical Activity 33% insufficient vigorous physical activity 33% insufficient vigorous physical activity 72% insufficient moderate physical activity 72% insufficient moderate physical activity 51% not enrolled in physical education class 51% not enrolled in physical education class 67% did not attend PE class daily 67% did not attend PE class daily 8% did not participate in any vigorous or moderate physical activity 8% did not participate in any vigorous or moderate physical activity CDC 2003 Youth Risk Behavior Survey (YRBS) for Missouri.

Classroom Management Skills for PA Entering the Activity Area Entering the Activity Area –Explain HOW and WHAT –“When I say enter the room, I want you to walk in and begin to walk around the area” –In FREEZE position, describe the day’s activities –“Everyone freeze. When you all are in freeze position I will tell you the games we will play.”

Classroom Management Skills for PA Deliver Instructions Efficiently: Deliver Instructions Efficiently: –Make sure students are listening before giving instructions –Deliver instructions 1-2 points at a time (max 30 seconds in length) –Be specific –Alternate short instructional episodes with periods of activity –Tell students “WHEN before WHAT” (When I say go, I’d like you to ……”

Classroom Management Skills for PA Stop and Start a Class Consistently Stop and Start a Class Consistently –Pick a consistent signal and use both an audio an visual (whistle while raising hand) –Use a different one for stopping –Practice the procedures with your class –Praise students when they perform the behavior properly –Expect 100% compliance when students are asked to stop –Scan the class to see if students are stopped and ready for more instructions

Classroom Management Skills for PA Grouping Grouping –Emphasize rapid selection of the nearest person not their friend –Get toe to toe or back to back with a partner –Students without a partner go to the center –To split in half, have one partner kneel and the other stand –Students form groups according to the number of whistles blown –Students sit down when they have the correct number in their group

Classroom Management Skills for PA Formations Formations –To form a circle or a single file line, have students run/walk randomly –On the signal “fall in” students fall in line behind someone until a circle is formed –Use cones or markers to outline your activity area or circle size

Improving Class Behavior Possible set of consequences for unacceptable behavior might be: Possible set of consequences for unacceptable behavior might be: –First misbehavior – student is warned quietly on a personal basis to avoid embarrassment –Second – student is told to go to a pre-designated time-out spot. Student must stay there until ready to re-enter the activity and demonstrate the desired behavior –Third misbehavior – student goes to time-out for the remainder of the period. »REMEMBER: Time out doesn’t work if students don’t enjoy being in class.