1. MVPA – Everyday! I Am Moving, I Am Learning The Office of Head Start Patty Kimbrell, M.Ed.
Welcome to MVPA – Everyday! This session relates to the IMIL goal of increasing MVPA. We’ll get up and move to show you how to increase physical activity throughout the day. If you have physical restrictions or limitations, we want you to enjoy the session so we are asking you to self regulate. If you have shoes other than flats you’ll want to be extra careful too.

2. Early Childhood Goals Welcome! Primary Objective:
To increase moderate to vigorous physical activity in a variety of settings.
-With preschool-aged children
-With families
-With staff
The primary objective to this session is to increase moderate to vigorous physical activity in a variety of settings.
We’ll be targeting these three groups: preschool-aged children, families and staff. Raise your hand if you work with children in the classroom, raise your hand if you work with families, raise your hand if you work with big people. Some of you may work with several groups. You will receive many strategies to take back with you for all of these groups. 1

3. Early Childhood Goals Welcome! Secondary Objective:
To “intentionally facilitate” integration of active learning via physical activity.
-School readiness skills
-Motor skills for development
-Music & nutrition
For those who work with teachers or families, this session will also demonstrate additional strategies to increase MVPA via school readiness skills (i.e. Recognizing letters, sounds, numbers, shapes, patterns, etc.)
Remember our goal is to get everyone up and moving, that includes teachers and families. We’ll talk specifically about families at the end of this session. 1

4. Accumulate 60 minutes a day
What is MVPA?
Accumulate 60 minutes a day
Answer:
Moderate to vigorous
physical activity
Why do children need MVPA?
25% of children do not
get any MVPA during
their day
What is MVPA? Moderate to vigorous physical activity. It can be defined as: Moderate-anything that elevates the heart rate slightly (i.e., a brisk walk); Vigorous-heart rate becomes very elevated producing beads of sweat and heavy breathing (i.e. jogging, etc.) It is estimated that 25% or higher of children do not increase their heart all day.
Hold up your fist, this is the size of your heart. The heart is a muscle, it is made up of muscle fibers and it needs exercise to remain healthy. When the heart is exercising (it is beating at a higher rate) it is saying, “Thank you, thank you!” Throughout this session you may hear, “What is your heart saying?” If it is beating at a higher level, yell out, “Thank you, thank you!: 1

5. HS Child Outcomes Framework 8 Domains
Literacy
Language Development
Mathematics
Science
Creative Arts
Social-Emotional Development
Approaches to Learning
Physical Health & Development
Hold up the HS Child Outcomes Framework book to illustrate that many of the domains can be met by integrating, a multi-disciplinary approach, the domains throughout the course of the day.
Head Start is looking at how to integrate the domains and MVPA. We have posters on the walls to help remind us of the domains.
Many teachers like to teach in isolation, this can eat up a lot of time. When you integrate, blend, a concept into several or many domains you are teaching more effectively.
Right now, I am going to break everyone into seven groups and assign each group a domain. We may switch domains later on too.
Throughout this session I’ll stop a couple a times after an activity and we’ll brainstorm on how the activity makes the framework come alive. We’ll plug in the outcomes to the posters you see around the room. This is a little heads up so get your brain thinking in that direction. 1

6. A Child’s PLAY is their Work!
Props on the Floor
A Child’s PLAY is their Work!
Let’s look at the props that are on the floor now, please tell me what you see with your words. Wait to hear many responses, repeat if desired, only allow approximately 45 seconds of call outs.
Does anyone see a pattern? Point to a pattern, point to another one. Can you find another one? Our world is made up of patterns, children are just learning about patterns. If we can make their world sensory in origin then we will be teaching more effectively to their world.
Patterns begin very simply, we call it A-B-A-B-A-B. For example, red-yellow-red-yellow, etc. Can you find that pattern on the floor? The only difference is that foam sheets were used and fruit and vegetables cut out to keep healthy choices on the forefront. Can you point to another A-B pattern?
Children become advanced learners their patterning can be more complex. Can you find an A-B-C pattern? Colors and shapes can be brought in to movement, as you’ll see throughout this session.
Can patterns come in circles? Yes. Every other color in that pattern is yellow.
How about a complex pattern? Discuss the scarf pattern. Name the patterns you can see. Families don’t need a whole bunch of props for their children, they just need to be empowered on school readiness skills and MVPA.
Ties can be made into patterns, can you see the pattern (thick-thin-thick). Bean bags come in a variety of sizes, textures, and items now but they can be very expensive. Colorful fruit or vegetable fabric can be used at Head Start to save the budget.
In the Outcomes Framework, it does not state you have to demonstrate literacy with a pencil. So can we write with ropes? Yes. Can we draw an apple tree with ropes? We’ll do a whole segment with ropes a little later on.
Books. You can visit to download a free Nutrition book list and an Action Book list (books you can read and move at the same time). The book, “Food for Thought” is a great example of integrating school readiness concepts with fruit and vegetables throughout it all. Show a few pages to demonstrate the quality of food cut up and used to express concepts.
Napkins and Streamers. The napkins help to remind us about the color identification we do often with preschool-aged children and the streamers demonstrate how we can match two items together based upon color. The streamers are home made and can be used in the classroom with limited space.

7. Moving and Learning
What are these children doing? They are moving, our bodies need movement. Children have an urge to move. Just like the children on this slide are moving, we are going to get up and move in this session. When I say GO, I would like everyone to stand up and pick up all the props and sort them. What are some ways we can sort them? (Discuss and decide then have them placed off to the side.)

8. Instant Activity with Music!
Songs increase physical activity everywhere and for everyone
Songs can teach school readiness skills
Songs are ideal for limited space
Songs liven up staff meetings
This session will have music that is presented in a fun and active way. We’ll demonstrate how you can increase MVPA very quickly and easily.

9. Let’s Get Started! Swing and Sway Choosy Freeze / Dance Freeze
Build A Bridge
With a Letter or Two
Here are a few songs that we will now do. As we are doing these songs, think about what a child can learn by moving to these songs. We will link these songs into the 8 Domains.
Trainer Note: After an active song, check what the heart is saying, it should be saying, “Thank you, thank you, thank you.”

10.     Swing and Sway Transitioning music March Sway Swing
Traveling and Stabilizing skills
Balance
Begin by having participants marching around the room. Don’t march in a circle, when you follow you don’t have to practice spatial awareness skills. There are many ways to transition throughout the day, not just for the little ones but for adults too. Try adding movement to an adults routine.
Follow the music prompts to the song. While swaying, make sure hands and arms go from high to low and cross the midlines. Did they learn about midlines from Joe’s workshop?
March
Sway
Swing

11.     Choosy Freeze / Dance Freeze Auditory cue discrimination
Listening skills
Warm-up the body!
How many of you know the old song titled, “The Freeze?” These songs are a more modern version. Every time the music stops, you freeze and listen for the next way to move. Movement prompts: walking quickly, stepping sideways leading with one side only, stepping sideways leading with the other side, put one foot in front and get ready to gallop – yeehaw, turn around and lead with the other foot, do Hi-5s to as many people as possible, do elbow tickles with as many as you can. STOP! Which was easier, the Hi-5 or elbow tickle? Hopefully the Hi-5 was easier because we do it all the time. Elbow tickles are not so common – I hope! You had to think when you did the elbow tickle because it is not a brain pathway that you use too often. This is where the development of the preschool aged child is, they need practice and repetition to strengthen those brain pathways.

12.     Build A Bridge Cooperative play Language development
Listening skills, following directions
Sequencing/patterning
Imaginative play
When I say, “GO,” please find someone in the room who you are not too familiar, introduce yourself and tell them your favorite fruit.
When I say, “GO,” please find someone a new partner in the room, introduce yourself and tell them your favorite vegetable.
When I say, “GO,” find one more new partner in the room, introduce yourself and give them a Hi-5.
How many fruits and vegetables are we suppose to have every day? 5-9!
Did you see how quickly we met new people? Did we talk fruit? Did we talk about vegetables? Did we do a positive social skill called a Hi-5? Did we hear a healthy message about 5 to 9 fruit and vegetables a day?
Can you do this with your parents at a parent training? Can you do this with your staff? See how easy it is to get people up and moving and hearing about healthy lifestyle messages!
Now, let’s do a cooperative song with your partner.
Now let’s do a song and think about all the skills a child can learn through one song. Show next slide for visual diagram.

13.  Build A Bridge  Diagram courtesy of Angela Russ Bridge Una puente
Tunnel
Un tunel
Road
Una calle
Practice the movements on the slide before you add the music.
Build a bridge, build a tunnel, build a road. (2xs)
Build a bridge, build a tunnel, Build a bridge, build a tunnel
Build a bridge, build a tunnel, build a road.
Build a cave, build a tower, build a wall. (2xs)
Build a cave, build a tower, Build a cave, build a tower
Build a cave, build a tower, build a wall.
Add music and perform actions.
Cave
Una cueva
Tower
Una torre
Wall
Una pared
Diagram courtesy of Angela Russ

14.     With a Letter or Two Letter and number recognition
Gross motor movement
Sensory integration
School readiness skills
Keeping the same partner, not let’s do a school readiness song that involves letters, numbers and actions. At the end of the song, you and partner will get to create an action and share with another pair. Do prompts in song.
Once the song is over inform the group that they have 20 seconds to create their action. They need to make a letter with their body that matches the initial letter of their actions. Eg., “W” is for wiggle. Have the group share 3-4 times. At the end of sharing, ask if there is a pair who would like to share with the whole group. Repeat several times is pairs are willing.

15. Let’s Talk MVPA and Settings
With
Families
With Children
With Staff
Did you just experience MVPA? What is your heart saying?
Did you think about what skills a child can learn while they move to music? Can music impact the three groups up on the slide? Absolutely! Do you need to have the exact music utilized in this training? No, any music will do.
Families should be encouraged to use their traditional, cultural music to have everyone get and move.
Staff meetings can have more physical activity too!
 Swing and Sway  Build A Bridge
Choosy Freeze  Dance Freeze  With a Letter or Two

16. Name The Domain! Literacy Language Development Mathematics Science
Creative Arts
Social-Emotional Development
Approaches to Learning
Physical Health & Development
Posters have been placed on the wall in the room. Each wall is represented by the participants seated on that side. Domain #8 is set up in front, it won’t be used since it involves movement already. We want the group to understand how the other domains can integrate movement.
Now let’s play NAME THE DOMAIN! Have someone flick the lights on and off in the room 2-3 times to set the scene of a game situation.
When I say, “GO,” move quickly to the nearest poster. Please try and have an even number at every poster. Look at the poster nearest you. Check out the indicators quickly and begin to wiggle your body once you can connect a song activity that we have just done to at least one of your indicators. Can we get every domain wiggling? Wait a couple of seconds to see the wiggle happen.
Trainer note: For this first slide, just have the group recognize quickly that domain areas can be connected. For the next domain slide, the group will be asked to read an indicator and then state what/which activity was performed with the ropes or scarves that demonstrated the link. 1

17. Activity Ropes Learn while you play! -School Readiness skills
-Shapes, numbers, letters, patterns, body part identification, etc.
While talking, drop the various colored ropes on the floor.
Now we are ready to show you how to integrate school readiness skills using ropes. These ropes are a single crochet piece of yarn, approximately seven feet long. You can use a variety of ropes (thick yarn, clothesline, nylon rope, etc.) depending on whether you use them inside or outside. You can use shorter lengths if you have a smaller inside area to work with.

18. Songs That Teach! Wild Vines
When I say, “GO,” pick up one color and find a place on the floor to draw your favorite fruit or vegetable. When you are done drawing your fruit or vegetable, turn to your neighbor and tell them what you drew.
Play “Wild Vines” as background music while group chooses rope and draws on the floor. Allow approximately one minute.
Have the Visual Cue Cards ready to demonstrate.
Great job drawing!
With little ones, you have to start out much simpler. Look at these cards, I have a straight, a curve and a zigzag. With children, begin easy. If it is too advance for them it causes frustration. Can you draw one of these with your rope? Allow 20 seconds to darw.
You can download these Visual Cue Cards from the web site at pkimbrell.com, they have letters, numbers and shapes you can download for free. We suggest you laminate them on brightly colored paper so children can have a tool to help them recall what we are teaching them.
-What is the first letter a young child learns? The letter of their first name. Can you make the letter of your first name and say the sound that it makes? Does anyone else have the same letter as you (letter matching)?
-”Take That Rope” uses letters for recognition. Make the letters individually (or with a partner if the group would like to see an older child’s application) on the floor or in the air. During each letter interval, make the letter with the body, say the sound o the letter and yell out words that begins with the letters sound (i.e. The letter “L” sounds like /LLLL/ and starts words like laugh, love, listen, etc.)
-Can you make a body part with your rope? Discuss how this is a school readiness skill.
-On GO cue, make groups of 5-6 and create a giant body on the ground using all your ropes. Note how all the bodies are similar but very different, just like us. We want children to feel good about their bodies. Linda will do a wonderful session on Uniqueness versus Sameness on the final morning.
-”In My Body” is time to celebrate our bodies and coordinate two body parts doing something in unison.

19. Songs That Teach! Take That Rope (Letters)
What is the first letter a young child learns? The first letter of their first name. Can you make the letter of your first name and say the sound that it makes? Does anyone else have the same letter as you (letter matching)?
”Take That Rope” uses letters for recognition. Make the letters individually (or with a partner if the group would like to see an older child’s application) on the floor or in the air. During each letter interval, make the letter with the body, say the sound o the letter and yell out words that begins with the letters sound (i.e. The letter “L” sounds like /LLLL/ and starts words like laugh, love, listen, etc.)
During this song I’ll ask various people to try and predict what letter comes next. You will just make the rope letter on the floor. If you were working with children you could have them increase their MVPA by jumping in and out of the letter or walking on it.
Get ready, what do you think is the first letter? Throughout the song, roam around the room and randomly pick a person and ask them “What letter comes next?”

20. Songs That Teach! In My Body
-Do we teach body part recognition? Touch your head, your nose, your toes. Can you make a body part with your rope?
-On GO cue, make groups of 5-6 and create a giant body on the ground using all your ropes. Allow minutes to complete.
Let’s talk a walking field trip and look at all the different bodies we created. What a beautiful sight! Note how all the bodies are similar but very different, just like us. We want children to feel good about their bodies. Linda will do a wonderful session on Uniqueness versus Sameness on the final morning.
If time allows, do ”In My Body”. It is time to celebrate our bodies and coordinate two body parts doing something in unison. Follow the prompts in the song.
After the song have everyone put the ropes in piles of the same color in the middle of the room. Good job sorting! Look how we brought sorting into our lesson. I’m going to hold up each color one at a time. Tell me what color it is and what fruit or vegetables we eat that are the same color. Do each color.

21. Limited Space & MVPA
Motor skill development (hand-eye coordination, spatial awareness, locomotor skills, etc.)
Integrate school readiness skills (shapes, colors, matching, graphing, etc.)
Use a variety of manipulatives/equipment
Oriental Trading Company:
“Hands On Fun” for teachers
Pass out the scarves on the floor. When I say, “GO,” please pick up one scarf and describe your scarf with words. Just yell out as many words as you can. Ready, GO. This is language development.
Let’s do opposites: Is the scarf light or heavy? Is it smooth or rough? Is it quiet or noisy?

22. Limited Space with Scarves
 Shake, Mix, Pound, Roll
MVPA, Upper body strength
In Nutrition Building Block, you did a song called, ”Shake, Mix, Pound, Roll”. You can take a song and use a variety of manipulatives or props to increase MVPA. You could do the same song with scarves but due to time we have to move on.

23. Limited Space with Scarves
 Toss & Catch
Hand-eye coordination
Take your scarf now and lay in on your non-dominant hand. With your pincher grasp pick up the scarf off the hand and toss it on your dominant side. Toss and catch. Try the non-dominant side now.
To cross the midline, alternate hands and toss and catch in front of you. Can you toss it over like a rainbow? Can you toss it and let it land on a body part? Can you clap once and then catch it?
Let’s put all this together in a song called, ”Toss & Catch”. This will help to develop hand-eye coordination, children need slow floating props in order to be successful and feel good about themselves.
Perform song.
Great job tossing and catching. When I say, “GO,” please group together by the same colored scarf. Did we just sort again? There is another domain right there!
Let’s make a bar graph on the floor. Lay the scarves on the floor by each color, show the group where the baseline is so they are all going the same direction.
Which color has the most? The Least? See how easy it is to bring movement into your classroom? Teach your parents how to do this so they can work their child at home.

24. Limited Space with Scarves
 Follow The Leader
Small group, leadership, creativity
Please pick up a different color and line in a Choo-Choo line of 4 people. You don’t have to be the same color. Ready, GO.
The leader in every line, please raise your scarf and go side to side. Now everyone follow what the leader is doing. When you hear the train whistle, the leader goes to the end of the line. The next leader think of something new to do, everybody follow the leader. Blow the whistle and repeat until everyone has a chance to be leader then start the music.
After the song, have everyone check their heart rate. What is your heart saying?

25. Name The Domain! Literacy Language Development Mathematics Science
Creative Arts
Social-Emotional Development
Approaches to Learning
Physical Health & Development
Stand by the lights in the room and get ready to flick the lights.
It is time to play our final NAME THE DOMAIN game!
When I say, “GO,” find a new poster on the wall and check the indicators. This time I want to hear an indicator in your domain and an example of what we just played that demonstrates the connection between movement and the domain.
When your group is ready let me see everyone wiggle their body. Wait and watch to see every domain moving then go around the room and ask for each domain to state their indicator and the example.
Reinforce the connection between movement and the integration into every domain. 1

26. IMIL and Families MVPA Together!
Let’s talk about how we can incorporate families and MVPA. Remember that we want to reach out to our families and share the messages of IMIL. We need to empower them with the message and give them practical ideas to get them moving together.
MVPA Together!

27. We Can! parent handbook: (Available in English and Spanish)
Resource
We Can!
To request a free
We Can! parent handbook:
WE CAN
(Available in English and Spanish)
Hold up the We Can! Document. Here is a free resource that is available on line called, “We Can!” It is a parent handbook that talks about many of the messages we will/have presented. It is a great tool for teachers and staff too.
Many times, children want to play but adults are too busy. They have too much to do before they go to bed at night. Taking five minutes out of day to play is beneficial for everyone. The kids will love it and adults will reap the benefits of a little PA too.

28. Take a Parent for a Walk! Families and MVPA
What can families do to increase their PA levels?
Here’s a slogan used by WIC on the west coast. Children can be reminders of physical activity. What are some additional ideas you have that could help families to be active together? (Encourage the group to think of additional ideas families can do.)
Since families are so busy already they need to have easy, cheap and practical ideas presented to them. We have to show them how to be active. When they come into the classroom, have activity. Send home physical activity homework. Incorporate physical activity into parent meetings. As this session comes begins to wrap up, be ready to write down your “aha’s” at the end of the session..

29. “Have Fun & Be Active”
Families need help increasing MVPA together. Here are a few ideas that are presented on a DVD titled, “Have Fun and Be Active” which Patty Kimbrell wrote and directed in collaboration with WIC in California.
(Watch each clip and speak briefly about what each family is doing.)
Left upper clip demonstrates how to take any cultural dance and have everyone in the house up and moving. You don’t need to know the exact steps, just get up and move.
Upper right clip demonstrates how you can set up a home made obstacle course in your dining area. Use rope lines for a hopscotch, crawl under and over tables and chairs, use some socks to twist and turn from a laundry basket to a box, and crawl through a box.
Lower left clip demonstrates how the family can come together to accomplish chores quickly so there is more free time for families to do something active later on. There really isn’t much cleaning going on but the family is active together.
Lower right clip demonstrates how to play Follow The Leader. You can do this activity anytime, anywhere. Start with the little ones first, do whatever they are doing for about 30 seconds and then switch to a new leader. Watch how fluid the “mom” is compared to the little boys, they are still getting their pathways solid in movement.
The important thing to remember is that you have to show the parents what to do, otherwise they won’t they are too busy.

30. Wrap-Up on MVPA Promote MVPA with children:
Via “Intentional Facilitation” of play
In limited space
When transitioning
Promote MVPA with families:
Demonstrate practical ideas for families to be active
Encourage families to disguise school readiness skills in FUN ways
Promote MVPA with staff:
Be a role model
Incorporate PA at staff meetings
Increase staff wellness PA
Wrap Up. Discuss how MVPA can be increased with each group. Solicit any “aha” moments. Prompt participants to write notes immediately after session.

31. ?????
Questions
Questions???

32. Thank You!
Contact Information:
Patty Kimbrell, M.Ed.
(cell)