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LESSON 2 Physical Activity
- 2. Objectives • Identify the benefits of regular physical activity among youth • Describe the key physical activity guidelines for children and adolescents
- 3. A Day in the Life of Colin: A 7-Year-Old Child • Walks to and from school • Jumps rope and does gymnastics in physical education class • Plays on the playground during recess • Does homework • Watches television • Plays soccer with family • Plays video games
- 4. What Are the Benefits of Physical Activity? • Promotes health and fitness • Builds healthy bones and muscles1 • Reduces the risk of developing obesity and risk factors for diseases such as type 2 diabetes and heart disease1 • Reduces the symptoms of anxiety and depression • Can positively affect concentration, memory, and classroom behavior .
- 5. Aerobic Activities? • Activities that keep your body moving enough to increase your heart rate and make you breathe harder • There are two intensities of aerobic activity: Moderate-intensity Vigorous-intensity
- 6. Intensity of Aerobic Activities • Moderate-intensity Activity Heart will beat faster than normal and breathing will be harder than normal On a scale of 0 to 10, moderate- intensity activity is a 5 or 6 • Vigorous-intensity Activity Heart will beat much faster than normal and breathing will be much harder than normal On a scale of 0 to 10, a vigorous-intensity activity is 7 or 8
- 7. Types of Moderate- and Vigorous- Intensity Aerobic Activities Type of Physical Activity Age Group Children Adolescents Moderate- intensity aerobic • Active recreation, such as hiking, skateboarding, rollerblading • Bicycle riding • Brisk walking • Active recreation, such as canoeing, hiking, skateboarding, rollerblading • Brisk walking • Bicycle riding (stationary or road bike) • Housework and yard work, such as sweeping or pushing a lawn mower • Games that require catching and throwing, such as baseball and softball Vigorous- intensity aerobic • Active games involving running and chasing, such as tag • Bicycle riding • Jumping rope • Martial arts, such as karate • Running • Sports such as soccer, ice or field hockey, basketball, swimming, tennis • Cross-country skiing • Active games involving running and chasing, such as flag football • Bicycle riding • Jumping rope • Martial arts, such as karate • Running • Sports such as soccer, ice or field hockey, basketball, swimming, tennis • Vigorous dancing, cross-country skiing
- 8. Muscle-Strengthening Activities • Activities that make muscles do more work than usual activities of daily life • Activities that can be part of unstructured play Climbing trees Playing tug-of-war • Activities that can be structured Push-ups, pull-ups Working with resistance bands Lifting weights
- 9. Types of Muscle-Strengthening Activities Type of Physical Activity Age Group Children Adolescents Muscle-strengthening • Games such as tug-of- war • Modified push-ups (with knees on the floor) • Resistance exercises using body weight or resistance bands • Rope or tree climbing • Sit-ups (curl-ups or crunches) • Swinging on playground equipment/bars • Games such as tug-of-war • Push-ups and pull-ups • Resistance exercises with exercise bands, weight machines, hand- held weights • Climbing wall • Sit-ups (curl-ups or crunches)
- 10. Bone-Strengthening Activities • Activities that produce a force on the bones that promotes bone growth and strength, such as jumping • Activities that are especially important for young people because the greatest gain in bone mass occur during the years just before and during puberty
- 11. Types of Bone-strengthening Activities Type of Physical Activity Age Group Children Adolescents Bone-strengthening • Games such as hopscotch • Hopping, skipping, jumping • Jumping rope • Running • Sports such as gymnastics, basketball, volleyball, tennis • Hopping, skipping, jumping • Jumping rope • Running • Sports such as gymnastics, basketball, volleyball, tennis
- 12. A Day in the Life of Colin • Walks to and from school (20 minutes) • Jumps rope and does gymnastics in physical education class (10 minutes each). • Plays on the playground during recess (10 minutes) • Does homework (20 minutes) • Watches television (30 minutes) • Plays soccer with family (20 minutes) • Plays video games (30 minutes) • Total physical activity time = 60 minutes Vigorous-intensity aerobic activity: jumping rope Bone-strengthening activities: jumping rope, gymnastics Muscle-strengthening activities: gymnastics
- 13. Colin’s Weekly Physical Activities Monday Walks to and from school 20 minutes Plays on playground 10 minutes Jumps rope 10 minutes Does gymnastics 10 minutes Plays soccer with family 20 minutes Tuesday Walks to and from school 20 minutes Plays on playground 25 minutes Climbs on playground equipment 15 minutes Wednesday Walks to and from school 20 minutes Plays actively with friends 25 minutes Jumps rope 10 minutes Runs 5 minutes Does sit ups 2 minutes
- 14. Colin’s Weekly Activities, cont. Thursday Plays actively with family 30 minutes Plays soccer 30 minutes Friday Walks to and from school 20 minutes Plays actively with friends 25 minutes Bicycles 15 minutes Saturday Plays on playground 30 minutes Climbs on playground equipment 15 minutes Bicycles 15 minutes Sunday Plays on playground 10 minutes Plays soccer 40 minutes Plays tag with family 10 minutes
- 15. Maria: A 16-Year-Old Adolescent • Maria participates in many types of physical activities in many places • She plays tennis and does sit-ups and push-ups during physical education class • She likes to play basketball at the YMCA, do yoga, and go dancing with her friends • She likes to walk and hike with her dog
- 16. A Day in the Life of Maria • Walks dog (10 minutes) • Plays tennis (30 minutes) • Does sit-ups and push-ups (5 minutes) • Plays with children at the park while babysitting (15 minutes) • Total physical activity time = 60 minutes Vigorous-intensity aerobic activity: tennis Bone-strengthening activity: tennis Muscle-strengthening activity: sit-ups and push-ups
- 17. Barriers to Meeting the Guidelines • Personal Attitude Belief in ability to be physically active • Social Influence of their peers Parental support • Environmental Safe locations to be active Access to equipment Financial costs of physical activities Time
Editor's Notes
- NARRATIVE: Today I am going to introduce you to the 2008 Physical Activity Guidelines for Children and Adolescents and discuss how schools, in partnership with families and communities, can help promote youth physical activity. NOTE TO FACILITATOR: Insert your name, school district, the name of your organization or group you represent, and the date of presentation in the text box. You can also remove this text box.
- NARRATIVE: By the end of this presentation you will be able to Identify the benefits of regular physical activity among youth. Describe the key physical activity guidelines for children and adolescents. Describe the role of schools, in partnership with families and communities, in promoting physical activity among children and adolescents.
- NARRATIVE: Before we start talking about the Physical Activity Guidelines, I want to introduce you to Colin. Colin is a 7-year-old child. He participates in many types of activities in many places. The following activities describe a day in the life of Colin: He walks to and from school almost every day. During his physical education class, he jumps rope and does gymnastics and sit-ups. During recess, he plays on the playground. These activities involve running and climbing. After school, he watches his favorite television show, does homework and eats dinner After dinner, he plays soccer with his family. At night, he finishes homework plays video games. Some of these activities are physical activities while others are sedentary activities. In order to better understand how these activities are different from one another, let’s first talk about what physical activity is and why it is important for children and adolescents. NOTE TO FACILITATOR: You may change the child’s name and/or activities (replace with similar level of physical activity) that are familiar and appropriate for your audience.
- NARRATIVE: Physical activity is a bodily movement that uses energy to contract muscles. (NOTE TO FACILITATOR: Provide a visual demonstration to the audience by moving your arms or legs.) NARRATIVE, CONTINUED: Physical activity can be structured, like playing on a basketball team, or unstructured, like playing tag outside or riding bikes. Physical activity can also be part of everyday activities such as taking the dog for a walk or sweeping the floor. There are many health benefits associated with regular physical activity. Physically active youth have higher levels of cardiovascular fitness compared with youth who are inactive. Physical activity helps to build and maintain stronger bones and muscles. Many of the risk factors for chronic diseases, including heart disease, high blood pressure, and type 2 diabetes, begin to develop early in life. Regular physical activity reduces the risk of developing these risk factors and of becoming obese. Regular physical activity also reduces the symptoms of anxiety and depression. Research shows that physical activity among adolescents can positively affect their concentration, memory and classroom behavior. Establishing regular physical activity early in life makes it more likely that children will remain healthy as adults.
- NARRATIVE: Now let’s talk about each of the three types of physical activity outlined in the guidelines. The first is aerobic activity. Aerobic activities keep your body moving enough to increase your heart rate and make you breathe harder. There are two intensities of aerobic activity. moderate-intensity vigorous-intensity Examples of aerobic activities include running, hopping, skipping, jumping rope, swimming, dancing and bicycling. The intensity levels of these activities can be either moderate or vigorous depending on factors such as speed and level of effort.
- NARRATIVE: Children and adolescents can meet the guidelines by doing a combination of moderate- and vigorous-intensity aerobic physical activities. However, youth should not only do moderate-intensity activity. It is important to include vigorous-intensity activities because they can help to improve cardiorespiratory fitness. What is the difference between moderate- and vigorous-intensity activities? It can sometimes be difficult to distinguish between moderate- and vigorous-intensity activities. As a rule of thumb, on a scale of 0 to 10, where sitting is a 0 and the highest level of effort possible is 10, moderate-intensity activity is a 5 or 6. Young people doing moderate-intensity physical activity will notice their heart beating faster than normal and breathing will be harder than normal. Vigorous-intensity activity is a 7 or 8 out of 10. Young people doing vigorous-intensity activity will notice their heart beating much faster than normal and breathing will be much harder than normal. The same activities, such as bike riding or walking, could be a moderate- or vigrous-intensity activity, depending upon the amount of energy the person is exerting.
- NARRATIVE: This chart shows examples of moderate- and vigorous-intensity aerobic activities for children and adolescents. As you can see, some of the activities are appropriate for both age groups and can be either moderate- or vigorous-intensity depending on the level of effort.
- NARRATIVE: The second type of physical activity outlined in the physical activity guidelines for children and adolescents is muscle-strengthening activity. Muscle-strengthening activities make muscles do more work than the usual activities of daily life. Children can increase their muscle strength through unstructured activities that involve lifting or moving their own body weight. Examples of muscle-strengthening activities from unstructured play include playing on playground equipment, climbing trees and playing tug-of-war. Muscle-strengthening activities also can be structured activities such push-ups and pull-ups, working with resistance bands or lifting weights. Let’s look at some other examples of muscle-strengthening activities that are appropriate for children and adolescents.
- NARRATIVE: This chart shows examples of muscle-strengthening activities for children and adolescents. It is important to point out that some activities meet the criteria for more than one type of physical activity. Two examples are gymnastics and rowing. Both activities can be moderate- or vigorous-aerobic activity, depending on the level of exertions, and both activities are also muscle-strengthening. These physical activities allow young people to maximize the health benefits gained from both aerobic and muscle-strengthening activities at once.
- NARRATIVE: The third type of activity outlined in the guidelines for children and adolescents is bone-strengthening activity. Bone-strengthening activities produce a force on the bones that promotes bone growth and strength. This force is usually produced by an impact with the ground. These activities are especially important for youth because the greatest gains in bone mass occur during the years just before and during puberty, and the majority of peak bone mass is obtained by the end of adolescence. Let’s look at some examples of bone-strengthening activities for children and adolescents.
- NARRATIVE: This chart provides examples of bone-strengthening activities that are appropriate for children and adolescents. As you can see, some of these activities are also aerobic and muscle-strengthening. For example, running can be a vigorous aerobic activity as well as a bone-strengthening activity.
- NARRATIVE: Let’s now revisit Colin, the 7-year-old child. He walks to and from school, which takes a total of 20 minutes. He jumps rope for 10 minutes and he does gymnastics for another 10 minutes. He plays on the playground during recess for 10 minutes. He actively plays with his family for 20 minutes. In total, Colin is active for 60 minutes and does all three types of physical activity. Walking to school is moderate-intensity aerobic activity. Jumping rope is both vigorous-intensity aerobic activity and bone-strengthening. Gymnastics is bone-strengthening and muscle-strengthening. Colin also watches television for 30 minutes and plays video games for 30 minutes for a total or 1 hour of ‘screen time’. This meets the recommendation for children, which is less than 2 hours per day of screen time. This example illustrates how a child can meet and even exceed the guidelines doing multiple activities throughout the day. It also demonstrates how some activities can meet the criteria for more than one type of activity. NOTE TO FACILITATOR: If you changed the child’s name in slide #3, enter that name on these slides, or create your own “Day in the Life of . . .” slides.
- NARRATIVE: Here is a record of Colin’s activities for one week. As you can see, his activities vary from day to day. NOTE TO FACILITATOR: If you changed the child’s name in slide #3, enter that name on these slides, or create your own “Day in the Life of . . .” slides.
- NARRATIVE: Overall, Colin is meeting the guidelines by engaging in at least 60 minutes of physical activity a day and by doing vigorous-intensity aerobic activities, bone-strengthening activities, and muscle-strengthening activities on at least three days of the week. He does vigorous-intensity aerobic activities six times during the week: jumping rope on Monday and Wednesday, running on Wednesday, playing soccer on Thursday and Sunday, and playing tag on Sunday. Colin does bone-strengthening activities six times during week: jumping rope on Monday and Wednesday, running on Wednesday, soccer on Thursday and Sunday, and playing tag on Sunday. He also does muscle-strengthening activities four times during the week: gymnastics on Monday, climbing on playground equipment on Tuesday and Saturday, and sit-ups on Wednesday. Now let’s look at another example. NOTE TO FACILITATOR: If you changed the child’s name in slide #3, enter that name on these slides, or create your own “Day in the Life of . . .” slides.
- NARRATIVE: Maria is a 16-year-old adolescent. Her activity patterns are different than Colin’s. During her physical education class, she plays tennis and does sit-ups and push-ups. She likes to play basketball at the YMCA, do yoga, and go dancing with her friends. She also likes to walk and go hiking with her dog. NOTE TO FACILITATOR: You may change the child’s name and/or activities (replace with similar level of physical activity) that are familiar and appropriate for your audience, or create your own “Day in the Life of . . .” slides.
- NARRATIVE: The following activities describe a typical day for Maria. She walks her dog for 10 minutes. In her physical education class, Maria plays tennis for 30 minutes and does sit-ups and push-ups for 5 minutes. After school, she plays with children at the park while babysitting for 15 minutes. Maria has accumulated 60 minutes of physical activity for the day. She has done moderate-intensity aerobic activity, vigorous-intensity aerobic activity, bone strengthening activity and muscle-strengthening activity. Although Colin and Maria engage in different types of activities, they both meet the guidelines. NOTE TO FACILITATOR: You may change the child’s name and/or activities (replace with similar level of physical activity) that are familiar and appropriate for your audience, or create your own “Day in the Life of . . .” slides.
- NARRATIVE: There are many barriers that make it difficult for young people to meet the physical activity guidelines. Young people may not believe that physical activity is important for a healthy lifestyle or feel that they have the ability to perform a physical activity. Lack of support from family and friends also can prevent youth from meeting the guidelines. Environmental factors that make it difficult to participate in physical activity include low availability of safe locations to be active and physical activity equipment, costs of physical activities, and time constraints.
- NARRATIVE: Physical activity is associated with lower levels of stress and anxiety among children and adolescents. Research shows that physical activity can positively affect their concentration, memory, and classroom behavior among adolescents. One of the main concerns among educators is that spending more time in physical education class will negatively impact student’s standardized test scores. However, research has not found this to be the case. Research shows that spending more time in physical education class does not negatively affect scores on standardized tests, and in some cases, can actually improve test scores.
- NARRATIVE: One recent study examined the relationship between the amount of time spent in physical education class and academic performance. Academic performance was measured using standardized mathematics and reading exams developed by the National Center for Education Statistics. This study followed a nationally representative sample of 5,316 students starting in kindergarten through 5th grade. The results showed that girls who participated in higher amounts of physical education had better math and reading tests scores compared with girls with minimal amounts of physical education. These findings were not seen in boys. However, no negative effects on test scores were among boys in the study.
- NARRATIVE: Schools can provide students with a range of opportunities for physical activity through a comprehensive physical activity program. The cornerstone of a comprehensive physical activity program is quality physical education classes, which we will talk about in a few minutes. A comprehensive physical activity program allows students to practice and apply skills that are taught during physical education. Schools can promote physical activity outside of physical education through policy development, implementation, and accountability. These policies may be related to: Recess, activity breaks, intramurals, interscholastic sports, and walk and bike to school programs. Staff wellness and involvement also are important to a comprehensive physical activity program. Staff wellness programs increase access to places for staff to be physically active and provide the opportunity for role modeling of healthy behaviors. It is also important to include family and community participation in school-based physical activity. We will be discussing ways to do this later in the presentation.
- NARRATIVE: Before I discuss each of the components of a comprehensive physical activity program, I first want to talk a little bit about the differences between physical activity vs. physical education. The guidelines for youth focus on physical activity, which is a behavior and can be either unstructured or structured. However, not all forms of physical activity provide students with knowledge and skills. Physical education is a curricular area that teaches the skills needed to participate in a lifetime of physical activity. A comprehensive physical activity program provides quality physical education, as well as other opportunities for physical activity.
- NARRATIVE: Quality physical education provides the unique opportunity for young people to acquire the knowledge and learn skills needed to establish and maintain physically active lifestyles. This requires an adequate amount of teaching time, equipment, facilities, and highly qualified physical education teachers to provide developmentally appropriate instruction. Quality physical education also provides students with meaningful content through curriculum and instruction that is based on physical education standards. Curriculum and instruction should be sequential and provide students with a variety of opportunities to enhance physical, mental, social and emotional development. Quality physical education requires appropriate instruction. This means full inclusion of all students, including those with disabilities. Maximum practice opportunities through well-designed lessons and a variety of student assessment protocols such as student self-assessments and teacher observations, should be provided to enhance student learning. Teachers may also want to include out of school assignments that foster learning, such as identifying physical activity opportunities in their community that are low- or no-cost.
- NARRATIVE: Physical education should encourage students to believe that physical activity is important and enjoyable. It is important that physical education programs meet the needs of all students. This can be achieved by Including a range of lifetime physical activities such as walking, bicycling and tennis, and not overemphasizing team sports. Modifying activities to include all students. And, including measurable physical education goals in students’ Individualized Education Program (IEP). It is important that physical education classes keep students active more than 50% of class time. Curricular and instructional changes can increase the likelihood of keeping students active during the majority of class time. This can be accomplished by making physical education classes longer or more frequent. Incorporating fitness activities into physical education classes. Modifying game rules to make them more active. Replacing games that involve elimination, such as traditional tag or dodgeball, with more active games. It is important that schools have policies regarding the amount of physical education time students receive. The National Association for Sports and Physical Activity recommends that all students in kindergarten through grade 12 participate in daily physical education classes. Specifically, elementary school students should receive 150 minutes of physical education per week and high school students should receive 225 minutes of physical education per week. NOTE TO FACILITATOR: You may want to enter the state and/or school district requirement for minutes of physical education per week to compare with the recommendation on the slide.
- NARRATIVE: A comprehensive school-based physical activity program includes recess periods. Recess periods, especially in elementary schools, can help children accumulate a portion of their recommended 60 minutes of daily physical activity. Recess provides an opportunity for students to practice the skills they learn in physical education classes as well as enhance cooperation and negotiation skills. Recess has also been shown to improve attentiveness, concentration, and time-on-task in the classroom. Recess should not, replace physical education or be used to meet time requirements set forth in physical education policies. The National Association for Sport and Physical Education recommends that elementary schools provide all students with at least one 20 minute period of recess per school day. Schools can try to enhance the amount of physical activity that students get during recess by providing students with space, facilities, equipment, and supplies that can make participation in activity appealing. Schools can also provide organized physical activities such as four-square, active tag, and flag football for interested students. NOTE TO FACILITATOR: You may want to enter the state and/or school district requirement for the number of minutes of recess per day for elementary schools students to compare with the recommendation on the slide.
- NARRATIVE: Another strategy for increasing physical activity in schools is to incorporate activity in the classroom as part of planned lessons. These activities have been shown to enhance positive classroom behavior. There are several programs that are specifically designed to add physical activity to planned lessons, including Take 10, Brain Breaks, and Energizers.
- NARRATIVE: Intramurals offer another opportunity for students to engage in physical activity. These opportunities can be offered before, during, and after school. Intramurals are open to all students regardless of ability level and students can be involved in planning and implementing the activities. Intramurals should incorporate lifetime physical activities such as walking, running, hiking, swimming, tennis, dancing, and bicycling. NOTE TO FACILITATOR: You may want to include the types of intramural sports that are offered locally in your school or district.
- NARRATIVE: School sports programs provide structured time to accumulate minutes of physical activity. Participating in sports helps students to establish cooperative and competitive skills, and learn sport-specific and performance-based skills. Some evidence indicates that participation in sports is related to higher levels of participation in overall physical activity. In addition, participation in sports programs has been associated with improved mental health and a reduction in some risky health behaviors such as, cigarette smoking, illegal drug use, and having sexual intercourse. Although typically limited to students who are athletically gifted, interscholastic sports provide unique opportunities for applying skills taught in physical education such as sport-specific movements and behaviors such as self-monitoring and management.
- NARRATIVE: Walking and biking to schools offers several important benefits. A growing body of research shows that young people who use active transportation have higher levels of physical activity and are more likely to meet physical activity recommendations. Parents of younger children also can accumulate physical activity minutes by walking to school with their children. Additional benefits of walking or biking to schools are a reduction in the number of cars and traffic near schools and the promotion of partnerships among students, parents, and community organizations and members.
- NARRATIVE: Despite the numerous benefits associated with active commuting, few children and adolescents walk or bike to school. The U.S. Department of Transportation conducts an ongoing National Household Transportation Survey. The survey collects information on all trips taken by members of selected households during the randomly assigned survey day. This survey includes a question about students walking or biking to school. This graph compares the prevalence of active commuting to or from school in 1969 and 2001. In 1969, 40.7% of students walked or biked to school; by 2001, only 12.9% of students walked or biked to school. The decrease in active commuting to or from school represents a loss of an opportunity for physical activity among American students.
- NARRATIVE: Schools can encourage physical activity by participating in International Walk to School Week in October and supporting ongoing walk and bike to school programs. It is important to point out that some school districts may discourage walking or biking to school because of safety concerns such as busy streets to cross, crime, or gangs in the neighborhood. Safe Routes to School programs focus on preventing injury while encouraging walking to school. One of the activities that Safe Routes to School encourages is a walking school bus. A walking school bus is a group of children walking to school together with one or more adults. It can be as informal as two families taking turns walking their children to school, to having a specific meeting point, schedule of volunteers to lead the walk, and timetable for “picking-up” students along the route. A variation on the walking school bus is a bicycle train, which is a group of children and adult leaders ride together to school. Safe Routes to School has developed a guide to help adults start a walking school bus or bicycle train in their community. The CDC has developed the KidsWalk Guide to help communities with develop and implement walk and bicycle to school programs. The guide provides users with a step-by-step checklist, implementation tools, safety tips, and ideas to make walking to school an active and exciting part of a child's day. NOTES TO FACILITATOR: You may want to add your own local resources for walk & bicycle to school programs, if available.
- NARRATIVE: It is not always possible to build new places for physical activity. However, joint use agreements allow schools, communities and local governments to share resources such as facilities or land. For example, schools can allow organizations and the public to utilize their athletic fields, playgrounds, and fitness facilities, after school hours and on weekends. This increases the school’s capacity to provide physical activity opportunities for youth and other community members. Community organizations can provide physical activity programs or workshops to students, families, school staff, and other community members, using school facilities. Local businesses, community groups and health organizations may be potential sources of funding for physical activity programs and events. NOTE TO FACILITATOR: Add your ideas for joint-use agreements to promote youth physical activity and cross-sector collaboration.
- NARRATIVE: Schools can encourage family and community involvement in school-based physical activity in a variety of ways: Fostering open communication among schools, families, and community members can increase understanding of youth physical activity. For example, schools can inform families about opportunities for physical activity at school and in the community using a variety of communication methods to disseminate information including, flyers, newsletters, emails, message boards, telephone calls, conversations at school, and media coverage. Schools can also include families and community representatives on the school health advisory council. Schools can offer opportunities for family participation in physical activity programs. This could include family homework assignments, activity newsletters, and family nights that engage participants in health promoting activities.