1. Make your School Environment Active and Healthy! Dr. Robert P. Pangrazi Arizona State University Gopher Sport

2. *>95th percentile for BMI by age and sex based on 2000 CDC BMI-for-age growth charts. **1963–1970 data are from 1963–1965 for children 6–11 years of age and from 1966–1970 for adolescents 12–17 years of age. Source: NCHS. Health, United States, 2010: With Special Feature on Death and Dying. Hyattsville, MD. 2011 Percentage of U.S. Children and Adolescents Classified as Obese, 1963–2008 * 4.6 4.2 19.6 18.1

3. 1999 Obesity Trends* Among U.S. Adults BRFSS, 1990, 1999, 2010 (*BMI 30, or about 30 lbs. overweight for 5’4” person) 2010 1990 No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30% Source: Behavioral Risk Factor Surveillance System, CDC.

4. AMERICAN CHILDREN, AGES 2- 19 YEARS One out of 3 children are now considered overweight or obese (95 th percentile or higher of BMI) One out of 3 children are now considered overweight or obese (95 th percentile or higher of BMI) BoysGirls Non-Hispanic White 31.9%29.5% Non-Hispanic Blacks 30.8%39.2% Mexican- Americans 40.8%35.0%

5. PREVALENCE OF OVERWEIGHT AMONG CHILDREN, AGES 6-19 National Health and Nutrition Examination Survey (NHANES) -- CDC

6. Ever wonder why kids are so different... By the age of three 1 … By the age of three 1 … Professional Families - 500,000 encourages and 80,000 discourages Professional Families - 500,000 encourages and 80,000 discourages Welfare families – 80,000 encourages and 200,000 discourages Welfare families – 80,000 encourages and 200,000 discourages 1 Hart, B. & Riley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

7. Making Schools Healthy Entire school environments must be changed rather than focusing solely on existing programs Entire school environments must be changed rather than focusing solely on existing programs Active & Healthy student behaviors must be valued as much as academic behavior Active & Healthy student behaviors must be valued as much as academic behavior Take a “village” approach to solving the “heavy” issue of overweight and inactive students Take a “village” approach to solving the “heavy” issue of overweight and inactive students

8. Identify an Activity Champion No Champion – No Change No Champion – No Change Direct/indirect role in every PA and health-related initiative at school Direct/indirect role in every PA and health-related initiative at school Planning, coordinating, recommending, supervising Planning, coordinating, recommending, supervising PA & healthy eating program management PA & healthy eating program management

9. Why Focus on Physical Activity? Regular activity for youth increases the probability of an active adult lifestyle (Raitakari, et al., 1994; Telama, et al., 1997) Regular activity for youth increases the probability of an active adult lifestyle (Raitakari, et al., 1994; Telama, et al., 1997) All youth have the capability and genetic gifts to perform some type of activity All youth have the capability and genetic gifts to perform some type of activity Moderate activity offers health benefits similar to high intensity fitness activity Moderate activity offers health benefits similar to high intensity fitness activity Activity helps those who need it most - unskilled and obese youth Activity helps those who need it most - unskilled and obese youth

10. Girls - % Overweight/Obese 1,2 CountryLeast Active More Active Most Active Total U.S.48.0%35.9%22.8%35.6% Sweden23.3%20.5%6.5%16.8% Australia20.7%12.5%10.4%14.4% 1 Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000. 2 Vincent, Pangrazi, Raustorp, Tomson, & Cuddihy. (August, 2003). Activity levels and BMI of children in the U.S., Sweden, & Australia. Medicine & Science in Sports & Exercise.

11. Boys - % Overweight/Obese 1,2 CountryLeast Active More Active Most Active Total U.S.46.7%24.5%18.8%33.5% Sweden22.9%18.0%17.7%16.6% Australia18.8%17.7%10.9%15.8% 1 Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000. 2 Vincent, Pangrazi, Raustorp, Tomson, & Cuddihy. (August, 2003). Activity levels and BMI of children in the U.S., Sweden, & Australia. Medicine & Science in Sports & Exercise.

12. Active & Healthy Schools “Energy to Learn” Every teacher is a model for promoting active behavior Every teacher is a model for promoting active behavior The school environment needs to be modified to promote active and healthy behaviors in students The school environment needs to be modified to promote active and healthy behaviors in students Active and healthy children can reach their maximum potential when they have the “energy to learn” Active and healthy children can reach their maximum potential when they have the “energy to learn” It takes energy to learn – Tired people don’t learn new skills It takes energy to learn – Tired people don’t learn new skills

13. Where Do Students Accumulate Physical Activity? Morgan, C. F., Pangrazi, R. P., & Beighle, A. (2003). Using pedometers to promote physical activity in physical education. Journal of Physical Education Recreation and Dance, 74(7), 33- 38.

14. Activity and Academic Performance CDC Report* Review of 50 studies were reviewed. A total of 251 associations between physical activity and academic performance were studied Review of 50 studies were reviewed. A total of 251 associations between physical activity and academic performance were studied More than half (50.5%) of all associations were positive More than half (50.5%) of all associations were positive Attention span, classroom behavior/conduct and achievement test scores positively correlated with physical activity Attention span, classroom behavior/conduct and achievement test scores positively correlated with physical activity Time for physical activity does not negatively impact academic performance. Time for physical activity does not negatively impact academic performance. *The Association between School-based Physical Activity, including Physical Education, and Academic Performance. (2010). USDHHS, Centers for Disease Control & Prevention

15. Health & Academic Achievement CDC Report - 2014 Active students have better grades, school attendance, cognitive performance & classroom behavior (6 studies) Active students have better grades, school attendance, cognitive performance & classroom behavior (6 studies) Time spent in recess positive affects students cognitive performance and classroom behaviors (5 studies) Time spent in recess positive affects students cognitive performance and classroom behaviors (5 studies) Brief classroom activity breaks improve educational outcomes including standardized test scores (7 studies) Brief classroom activity breaks improve educational outcomes including standardized test scores (7 studies)

16. School/Classroom Strategies Implementation of classroom activity breaks Implementation of classroom activity breaks Point of decision prompts & bulletin boards placed throughout the school Point of decision prompts & bulletin boards placed throughout the school Monthly activity, nutrition, and sun safety newsletters for parents Monthly activity, nutrition, and sun safety newsletters for parents Implement activity breaks for classroom teachers Implement activity breaks for classroom teachers

17. Classroom Health Club Identify a room specifically for the health club Identify a room specifically for the health club Allow students to recommend desired activities Allow students to recommend desired activities Favored activities – DDR, Step aerobics, climbing walls, climbing ropes, stretch bands Favored activities – DDR, Step aerobics, climbing walls, climbing ropes, stretch bands Activity supervisor who can help students Activity supervisor who can help students

18. The Classroom Health Club in Action Success in Academics is Rewarded!

19. All types of students love step aerobics! Hooray for the classroom health club.

20. HOPSports Classroom & Playground Activities Little or no equipment needed Little or no equipment needed Students often lead the activities Students often lead the activities Conducted in the classroom setting Conducted in the classroom setting Played during subject matter transitions or after 30-40 minutes of academic study Played during subject matter transitions or after 30-40 minutes of academic study

21. Point of Decision Prompts

22. Modify the Playground Environment Strong and talented dominate the weak and less gifted Strong and talented dominate the weak and less gifted Overweight children are least active Overweight children are least active Only 30% of children are active at recess Only 30% of children are active at recess 70-80% of children will be active after intervention 70-80% of children will be active after intervention Zone the playground and use equipment Zone the playground and use equipment Promote activity with walking tracks and simple games Promote activity with walking tracks and simple games

23. Activity Zone Rename the playground the activity zone Rename the playground the activity zone Recess means “recess from learning” – Activity time teaches many important skills such as teamwork, cooperation, and personal differences Recess means “recess from learning” – Activity time teaches many important skills such as teamwork, cooperation, and personal differences Change the name of recess to “Activity Time” Change the name of recess to “Activity Time”

24. Make the Playground an Activity Zone Zone playgrounds to make them activity friendly Zone playgrounds to make them activity friendly Sports zones; learning zones; no parking zones; walking/jogging track Sports zones; learning zones; no parking zones; walking/jogging track Use an activity promotion aide to encourage and reinforce students Use an activity promotion aide to encourage and reinforce students Teach students small group playground games Teach students small group playground games Create lunch hour clubs, such as walking and intramurals Create lunch hour clubs, such as walking and intramurals

25. The playground is an activity area for all youngsters

26. The walking and jogging path is a great place to socialize

27. “Screamin Green” equipment signifies it belongs to the playground zones

28. Playground Activities Played with a partner or small group Played with a partner or small group Most games require little, if any, equipment Most games require little, if any, equipment Taught to students in a zone establishedfor learning Taught to students in a zone establishedfor learning Do not require large play areas Do not require large play areas

29. Parental Support Activity Calendars Activity Calendars Suggest activities for families to do together Suggest activities for families to do together Set a family participation goal Set a family participation goal Create a Family Wall of Fame Create a Family Wall of Fame PE Nights/Demonstration Nights PE Nights/Demonstration Nights Parents & students participate in PE activities together Parents & students participate in PE activities together Change negative stereotypes Change negative stereotypes Playdays Playdays Kick-off or End-of-Year PA celebrations Kick-off or End-of-Year PA celebrations Parent volunteers Parent volunteers Charity Events Charity Events Walk/Runs, PA Festival, Walk/Runs, PA Festival, Collaboration with other non-profit organizations Collaboration with other non-profit organizations

30. AHS Research Evidence Gopher Active & Healthy Schools Program Research funded by the AZ Department of Education Research funded by the AZ Department of Education Evaluated the effectiveness of four state funded programs Evaluated the effectiveness of four state funded programs Results shared are based on the implementation of the Gopher Active and Healthy/Dynamic Physical Education School Program Results shared are based on the implementation of the Gopher Active and Healthy/Dynamic Physical Education School Program

31. Impact of the Active & Healthy School Program on Step Counts Mean Steps +7%* *= statistically significant

32. Impact of the Active & Healthy School Program on Absences/Nurse Visits *= statistically significant -18%*

33. School Personnel Perceptions of Active & Healthy School Program School Personnel QuestionsMean I regularly participate in PA with the students.3.08 Daily PA breaks are needed for teachers as well.3.75 I now understand better the importance of daily PA for children.3.50 My/our students frequently talk about keeping themselves healthy and physically active. 3.17 My/our students are better behaved because of the increased number of physical activities throughout the day. 3.17 I have consistently implemented the use of classroom-based PA breaks.3.18 For me, time for increased emphasis on PE is as important as time for classroom subjects. 3.75 I believe that the increased emphasis on PA is taking away from classroom subjects. 1.55 1=Very Untrue4=Very True

34. Parents’ Perceptions of the Active and Healthy School Program Parent’s QuestionsMean Currently my child’s school is doing more to promote daily PA during the school day than last year. 3.51 My child has lots of opportunities to be physically active during school times. 3.18 I believe PE is as important as classroom subjects.3.40 I try to be physically active with my child.3.08 Because of my child, I am more physically active.2.84 I am very aware of the increased focus of promoting daily PA at my child’s school. 3.40 My child is now more physically active after school.2.98 1=Very Untrue4=Very True

35. Students’ Perceptions of the Active and Healthy School Program Student’s QuestionsMean I like to be physically active.4.74 I like to be physically active in PE.4.82 I am now more physically active in PE.4.69 I am now more physically active during recess.4.45 I am now more physically active during lunch.4.28 I am now more physically active after I leave school.4.43 I am now more physically active on Saturdays and Sundays.4.28 My classroom teacher encourages me to be physically active in the classroom. 3.64 Every day during school I have lots of time to be physically active.4.31 1=Very Untrue 5=Very True

36. Jump into Action University of Missouri Extension Includes many AHS components Includes many AHS components 8 th Year 8 th Year Over 45,000 youth Over 45,000 youth Increased steps Increased steps Increased self-efficacy Increased self-efficacy Increased knowledge of health behaviors Increased knowledge of health behaviors Ball, S., Cohen, A. & Meyer, M. (2010). Jump into Action. Journal of Extension

37. Physical Activity Time * *p<0.05N= 71

38. Screen Time Screen Time *p<0.05 N=67

39. Effect of a Low-Cost, Teacher-Directed Classroom Intervention on Elementary Students’ Physical Activity* Teachers were trained on how to lead a 5-10 minute activity break in the classroom Teachers were trained on how to lead a 5-10 minute activity break in the classroom Including one activity break per school day significantly increased the number of daily school steps by 33% Including one activity break per school day significantly increased the number of daily school steps by 33% Concluded that activity breaks work and that administrators and teachers need to “buy-in” to the importance of physical activity Concluded that activity breaks work and that administrators and teachers need to “buy-in” to the importance of physical activity Irwin, H.E., Beighle, A., Morgan, C.F., & Noland, M. (2011). Effect of a Low-Cost, Teacher- Directed Classroom Intervention on Elementary Students’ Physical Activity. Journal of School Health, (455-461)

40. Teach Your Students… To play and enjoy the activity To play and enjoy the activity To have a realistic view of their ability level To have a realistic view of their ability level To accept others To accept others To accept instruction and feedback from authority figures To accept instruction and feedback from authority figures To champion the less able To champion the less able

41. They may forget what you said, but they will never forget how you made them feel… Carl W. Buechner