This document outlines a school program aimed at promoting healthy choices and active lifestyles for students. It discusses issues like rising childhood obesity rates and the health and social impacts. The program involves daily physical activity sessions led by student leaders that rotate weekly activities like warmups, conditioning exercises, and cool downs. Teachers receive training to support the program. Student progress is measured through assessments of fitness, movement skills, and skill development over time. The program aims to improve students' confidence, leadership, relationships, and flexibility/fitness.
Effects of preterm birth on school readiness part iOzella Brundidge
Preterm and low birth-weight born school-age children experience difficulties with complex language functions which can negatively effect social skills, communication abilities, and academic performance. Children born very low birth-weight (VLBW) from lower socioeconomic status (SES) households performed significantly poorer on intellectual ability and academic achievement. However, VLBW first grade children from higher SES households performed similar to their siblings. Parents, pediatricians, and early childcare providers play a critical role in obtaining critical early intervention for this heterogeneous cohort. Preschool enrollment improved verbal and nonverbal cognitive school readiness skills from socially disadvantaged families. Preschool enrollment had no significant effect on cognitive and behavioral skills for moderate preterm (MPT) and very preterm (VPT) born children by family SES. Although preschool enrollment did not moderate the relationship between premature birth and school readiness, enrollment did moderate the relationship between small for gestational age (SGA) and school readiness. Preschool enrollment has a positive effect on language skills and verbal school readiness outcome.
Effects of preterm birth on school readiness part iOzella Brundidge
Preterm and low birth-weight born school-age children experience difficulties with complex language functions which can negatively effect social skills, communication abilities, and academic performance. Children born very low birth-weight (VLBW) from lower socioeconomic status (SES) households performed significantly poorer on intellectual ability and academic achievement. However, VLBW first grade children from higher SES households performed similar to their siblings. Parents, pediatricians, and early childcare providers play a critical role in obtaining critical early intervention for this heterogeneous cohort. Preschool enrollment improved verbal and nonverbal cognitive school readiness skills from socially disadvantaged families. Preschool enrollment had no significant effect on cognitive and behavioral skills for moderate preterm (MPT) and very preterm (VPT) born children by family SES. Although preschool enrollment did not moderate the relationship between premature birth and school readiness, enrollment did moderate the relationship between small for gestational age (SGA) and school readiness. Preschool enrollment has a positive effect on language skills and verbal school readiness outcome.
This powerpoint presentation was put together by Kelly Mattran, Physical Activity Coordinator at the Georgia Department of Public Health, and presented at the July installment of our Georgia Children's Advocacy Network (GA-CAN!) Off-Session Policy Series.
The topic of our meeting was Childhood Obesity: We All Play A Role
10 rules to live a healthy lifestyle for kidsYasser Shaikh
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This powerpoint presentation was put together by Kelly Mattran, Physical Activity Coordinator at the Georgia Department of Public Health, and presented at the July installment of our Georgia Children's Advocacy Network (GA-CAN!) Off-Session Policy Series.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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2. Our School
Healthy
canteen
Walking Crunch
bus Healthy and Sip
options
program
Active after Live Life
school
communities
Well at Their
School
Future
3. • One in 5 children are either overweight or
obese ( Better Health Channel, 2010)
• Health Problem
• Self esteem problem
• Bullying
• Caused by bad choices
• 5-12 Year old children- minimum 60 minutes
a day (The Australian Government ,Department of Health and Ageing (2010)
4. The Program
STUDENTS
• Commence at 9am • Warm up
• Break into groups of 10
• Student leaders • Conditioning
• Groups rotate each week
Teachers • Warm down
Ongoing professional
development with specialist PE • Stretch
teachers
5. Measure their success
• Pre Test
• Fitness level – Beep test
• Fundamental Movement skills –individual student
pre assessment
• Ongoing assessment – individual student
Fundamental movement assessment at ten week
intervals
• - weekly skill checklist
6. CONFIDENCE &
LEADERSHIP
PEER FLEXIBILITY
SUPPORT Benefits AND FITNESS
RELATIONSHIPS
