1. HEALTH-RELATED PHYSICAL EDUCATION BY Lynn Housner West Virginia University

2. PHYSICAL ACTIVITY AND HEALTH Fact Sheets

3. LONG-TERM CONSEQUENCES OF PHYSICAL INACTIVTIY n Physical inactivity & poor diet account for at least 300,000 (in 1990) preventable deaths. n Only tobacco use accounts for more preventable deaths (400,000) n Physical inactivity increases the risk of dying prematurely from heart disease, diabetes, colon cancer, and the effects of high blood pressure (I.e.,stroke).

4. Actual Causes of Death in the United States, 1990 Source: McGinnis JM, Foege WH. JAMA 1993;270:2207-12. 400,000 300,000 100,000 90,000 30,000 20,000 0 100,000 200,000 300,000 400,000 500,000 TobaccoDiet/ActivityAlcoholMicrobial agents Sexual behavior Illicit use of drugs

5. Estimated Annual Direct and Indirect Costs of CVD, Cancer, and Diabetes in the U.S. (in $ billions) $98 $107 $286 0 50 100 150 200 250 300 350 CVD 1 Cancer 2 Diabetes 3 $ in billions 1 - Health care and lost productivity costs (American Heart Association); 2 - Health care, lost productivity, and mortality costs (National Cancer Institute); 3 - Medical care costs and lost wages (American Diabetes Association)

6. Estimated Annual Costs Attributable to Obesity and Cigarette Smoking in the U.S. Obesity 1 n Direct health care costs: $39 - $52 billion –4.0% - 5.7% of all health care costs n Indirect costs: $47 billion Sources: (1) Wolf AM, Colditz GA. Ob Res 1998;6:97-106; Allison DB et al. AJPH 1999; 88:1194-9 (2) Miller VP et al. Soc Sci Med 1999;48:375-91 Cigarette Smoking 2 n Direct medical care costs: $53 billion –6.5% of all health care costs

7. THE NEED FOR HEALTH-RELATED PHYSICAL EDUCATION n The percentage of overweight children has more than doubled in the past 30 years. n 5 million children are seriously overweight n Most obese children become obese adults and are at increased risk of heart disease, high blood pressure, stroke, diabetes, and cancer

8. 80% of adult smokers started smoking before they finished high school Source: U.S. DHHS. Surgeon General’s Report: Preventing Tobacco Use Among Young People, 1994 Why Target Youth?

9. n The younger people are when they start using tobacco, the more likely they are to become dependent on nicotine –25% of high school students smoked a whole cigarette before age 13* n Physical activity and dietary patterns may be established during childhood and adolescence *CDC, National Youth Risk Behavior Survey, 1997

10. Why Target Youth? n Risk factors for heart disease and diabetes develop early in life Triglycerides LDC-Cholesterol HDL-Cholesterol (low) Insulin Blood Pressure

11. Why Target Youth? n Risk factor trends are going in the wrong direction n Atherosclerosis is present in late adolescence

12. Why Target Youth? n % of children, aged 5-10, with 2 or more adverse CVD risk factor levels: Source: Freedman DS et al. Pediatrics 1999;103:1175-82 27.1% 6.9% n % of children, aged 5-10, with 1 or more adverse CVD risk factor levels:

13. Why Target Youth? n % of overweight children, aged 5-10, with 1 or more adverse CVD risk factor levels: n % of overweight children, aged 5-10, with 2 or more adverse CVD risk factor levels: Source: Freedman DS et al. Pediatrics 1999;103:1175-82 27.1% 6.9% 60.6% 26.5%

26. Obesity Trends* Among U.S. Adults BRFSS, 1997 No Data <10% 10%–14%15%–19% ≥20 (*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)

27. Obesity Trends* Among U.S. Adults BRFSS, 1998 (*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman) No Data <10% 10%–14%15%–19% ≥20

28. Obesity Trends* Among U.S. Adults BRFSS, 1999 (*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman) No Data <10% 10%–14%15%–19% ≥20

29. Obesity Trends* Among U.S. Adults BRFSS, 2000 (*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman) No Data <10% 10%–14%15%–19% ≥20

30. Obesity Trends* Among U.S. Adults BRFSS, 2001 No Data <10% 10%–14% 15%–19% 20%–24% ≥25% (*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)

31. Source: Behavioral Risk Factor Surveillance System, CDC (*BMI  30, or ~ 30 lbs overweight for 5’4” person) No Data <10% 10%–14% 15%–19% 20%–24% ≥25% (*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman) Obesity Trends* Among U.S. Adults BRFSS, 2002

32. Percentage of Ages 12-17, Overweight*, by Sex * >95th percentile for BMI by age and sex based on NHANES I reference data Source: Troiano RP, Flegal KM. Pediatrics 1998;101:497-504 0 2 4 6 8 10 12 1963-701971-741976-801988-94 Percent 11.4 9.9 Males Females 4.6 4.5

33. Percentage of Ages 6-11, Overweight*, by Sex 0 2 4 6 8 10 12 1963-701971-741976-801988-94 Percent * >95th percentile for BMI by age and sex based on NHANES I reference data Source: Troiano RP, Flegal KM. Pediatrics 1998;101:497-504 Males Females 11.4 9.9 4.3 3.9

34. Overweight (%) Age 6 to 11,*, by Race and Sex 0 2 4 6 8 10 12 14 16 18 1963-701971-741976-801988-94 Percent * >95th percentile for BMI by age and sex based on NHANES I reference data Source: Troiano RP, Flegal KM. Pediatrics 1998;101:497-504 White females Black females Black males White males

35. Economic Costs of Obesity to U.S. Businesses in 1994 n Total costs: Source: Thompson D et al. Am J Health Promotion 1998;13(2):120-7 $12.7 billion Health insurance expenditures: $7.7 billion Paid sick leave: $2.4 billion Life insurance: $1.8 billion Disability insurance: $800 million Approximately 5% of total medical care costs

36. Economic Costs Associated with Obesity in a Workplace Overweight employees Not overweight employees Average # sick days 8.453.73 Sick day costs$1,546$683 Average health care costs $6,822$4,496 Overweight=BMI>27.8 for men, >27.3 for women; n = 3,066 former bank employees Source: Burton WN et al. J Occup Environ Med 1998;40:786-92

37. BENEFITS OF REGULAR PHYSICAL ACTIVITY n Builds Healthy Bones and Muscles n Builds Lean Muscle and Reduces Fat n Reduces Risk of Heart Disease, Diabetes, Cancer, Hypertension, Osteoporosis, etc n Reduces Stress and Depression n Improves Fitness & Quality of Life

38. STATEMENT ON EXERCISE FROM THE AMERICAN HEART ASSOCIATION n “Regular aerobic physical activity increases exercise capacity and plays a role in both primary and secondary prevention of cardiovascular disease. Inactivity is recognized as a risk factor for coronary artery disease.

39. A.H.A. LABELS PHYSICAL INACTIVITY AS A FOURTH RISK FACTOR FOR CORONARY HEART DISEASE n New York, July 1, 1992 - The American Heart Association today labeled physical inactivity, or lack of exercise, as a fourth risk factor for coronary heart disease along with smoking, high blood pressure, and high cholesterol levels. Regular physical activity plays a significant role in preventing heart and blood vessel disease and there is a relationship between physical inactivity and cardiovascular mortality.

40. WHY CHILDREN NEED HEALTH- RELATED PHYSICAL EDUCATION n Quality physical education can: –reduce the risk of heart disease –improve fitness –regulate weight –promote active lifestyles & health –reduce stress & depression –increase self-esteem & confidence –develop motor skills –improve goal setting & self-discipline

43. PARTICIPATION IN PHYSICAL ACTIVITY & PHYSICAL EDUCATION n Half of young people aged 12-22 do not engage in regular vigorous activity. n Participation in physical activity is reported by 69% of 12-13 year olds, but only 38% of 18- 21 year olds. n Participation in daily physical education continues to decline; particularly at the high school level. n Most elementary physical education is supervised by classroom teachers as ‘free play”.

44. % of Parents of Children in Grades K-12 Who: n Want their kids to receive daily physical education: n Strongly agree that physical education helps children prepare to become active, healthy adults: Source: Survey by Opinion Research Corp. based on interviews with a nationally representative sample of 1,017 adults, February 2000 (margin of error = +6%) 81% 64%

45. % of Parents of Children in Grades K-12 Who: n Believe that physical education class does not interfere with children’s academic needs: 91% n Believe that children should concentrate on academic subjects at school and leave the physical activities for after school: 15% Source: Survey by Opinion Research Corp. based on interviews with a nationally representative sample of 1,017 adults, February 2000 (margin of error = +6%)

46. SPORT PLAY & ACTIVE RECREATION FOR KIDS (SPARK) n WHAT IS SPARK? –SPARK began in 1989 at San Diego State University when a team of researchers obtained a five year grant from the National Heart, Lung, & Blood Institute to develop, implement, and experimentally evaluate a comprehensive health-related elementary physical education program.

47. WHAT ARE THE OBJECTIVES OF SPARK? n To counter heart disease by facilitating engagement in regular physical activity during physical education classes and outside of school. n Because, studies indicate that children receive physical education irregularly & often get very little activity during class.

48. UNIQUE CHARACTERISITCS OF SPARK n SPARK classes are active (50% MVPA) n SPARK promotes physical activity after school, on weekends, and during summers n SPARK is teacher friendly n SPARK consists of progressive units with each lesson pre-planned n SPARK is written to comply with NASPE guidelines & State IGOs

49. SPARK PHYSICAL EDUCATION OBJECTIVES n Enjoy & seek out physical activity (PA) n Develop a variety of motor skills that will facilitate future involvement in physical activities n Develop & maintain acceptable levels of fitness n Develop the ability to get along with others in movement environments

50. SPARK SELF-MANAGEMENT OBJECTIVES n Self-responsibility for PA programs n Goal setting for PA & healthy food choices n Behavior change strategies n Injury prevention & safety n Strategies for family & peer support n Strategies to decrease sedentary behavior n Understanding the relationship between PA, diet, & body composition

51. THE EFFECTIVENESS OF SPARK: THE MOST WIDELY RESEARCHED CURRICULUM EVER n SPARK can be taught effectively by classroom teachers and specialists n SPARK positively affects the levels of MVPA n SPARK facilitates MVPA, skill development & fitness n Children like SPARK activities

52. SPARKS BASICS n B - Boundaries & Routines n A - Activity for the Get-GO n S - Stop & Start Signals n I - Involvement By All n C - Concise Instructional Cues n S - Supervision

53. SPARK INSTRUCTIONAL FORMATS n Individual Days n Partner Days –Back to Back, Whistle Mixer, Taller/Shorter n Group Days –Mingle Mingle, ABC/123, Shoe Colors

54. SPARK: K-2 UNITS n Perceptual Power n Beanbag Boogie n Happy Hoops n Jumping for Joy n Having a Ball n Let’s Hit it n Great Games n Parachute Parade n Dance With Me n Super Kid Stunts

55. BEGINNING THE SCHOOL YEAR: PERCEPTUAL POWER n Perceptual Power is designed to: –Teach movement concepts n levels, pathways, personal/general space –Teach fundamental motor skills n hop, skip, gallop, slide, bend, stretch –Teach rules, routines, & procedures for management n grouping, boundaries, stop/start signals

56. ALL REMAINING K-2 SPARK UNITS n Begin with SPARK Starters that focus on providing instant activity with high levels of MVPA (10-12 minutes) n Skill instruction with continued attention to high levels of MVPA (15-20 minutes) n Cool Down & Closure (2-3 minutes)

57. Examples of SPARK Starters n Group Movement Activities –I see, I see! –Crazy Animals –Motorcycle Mania –5 Touches –Go, Car, Go! –Here Comes The Toad n Group Tag Games –T-Rex Tag –Crazy Doctor Tag –The Freeze –Bees and Honey Bears n Group Dances –The Chicken Dance –Hokey Pokey –S.H.O.E.S.

58. Sample SPARK Lesson Plan

60. Unit Assessment Checklist

62. SPARK 3-6 UNITS: TYPE I ACTIVITIES (HEALTH-RELATED FITNESS) n Cooperative Games & Parachute n Aerobic Games n Power Walk & Jog n Dance & Rhythms n Jump Rope n Run to the Border n Fun & Fitness Circuits n Strength & Conditioning n Run USA n Group Fitness

63. SPARK 3-6 UNITS: TYPE II ACTIVITIES (SKILL-RELATED FITNESS) n Frisbee n Soccer n Field Games n Gymnastics n Basketball n Hockey n Volleyball n Track & Field n Softball n Handball/Wallball or All-Run Games

64. SPARK 3-6 LESSON STRUCTURE n Introduction (warm-up) with transition to Type I Activity (15 minutes) n Type II Activity with transition to cool- down (15 minutes)

65. Fitness Assessment: SPARK PERSONAL BEST DAY n Allows students to track fitness over time n 5 times per school year n SPARK personal best lesson: –9 minute jog –modified curl-ups –push-ups

66. WVU SPARK INSTITUTE: PARTICIPANT REMARKS n The SPARK program was awesome! n Experienced teachers learned a lot too. n It helped me realize that I want to continue my education in PE. n I am excited to bring SPARK into S.C. schools. n This was a great experience for me.

67. SPARK CAVEATS SPARK CAVEATS n The SPARK curriculum can be modified n The SPARK units can be flexibly implemented but lessons should be presented in order n SPARK is about increasing MVPA in and out of school. Not increasing short term and transitory fitness test scores.

68. CONCLUSION n n SPARK argues that it is more important to focus on the “process” of physical fitness and encourage children to enjoy a lifestyle of regular physical activity than to focus on fitness testing. n n The President’s Council on Physical Fitness and Sports (1999) agree that physical education should focus on “..physical activity rather than on physical fitness” (pg. 4).

69. For More Information on SPARK n n Web Site: http://www.sparkpe.org/ >6363 Alvarado Ct., Suite 250 >San Diego, CA 92120 >Phone: 619-594-0119 >Fax: 619-594-8707