PASS-CATCH Presentation

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This is a presentation, aimed at the lay audience, on the benefits of physical exercise in the classroom.

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PASS-CATCH Presentation

  1. 1. Physical Activity Improves Achievement Test Scores in Elementary School Students<br />Nancy G. Murray, Dr.PH<br />Michael & Susan Dell Center for <br />Advancement of Healthy Living <br />The University of Texas <br />School of Public Health<br />Research Into Action – A Knowledge<br />Translation Initiative<br />
  2. 2. What’s This All About?<br />Students learn better when they are <br /> mentally and physically engaged in <br /> school<br />PASS & CATCH is a simple tool <br /> teachers can use to “wake up” <br /> young minds<br />The concept works for all students – even those with trouble adapting to school<br />PASS & CATCH is easy to implement and doesn’t take time away from teaching and learning<br />It’s fun for both students and teachers!<br />
  3. 3. What Is PASS & CATCH?<br />Physical Activity and Student Success<br />Coordinated Approach To Child Health<br />Research study (Murray, Kelder, Hoelscher, Diamond, <br />Garza, Ward, Cribb)<br />Funded bythe Centers for Disease Control and <br />Prevention, 2004-2007 (U48 DP000057-03)<br />
  4. 4. Intervention<br /><ul><li>Objective: To increase students’ participation in moderate to vigorous physical activity to approximately 60 minutes per school day
  5. 5. Enhanced physical education class
  6. 6. Classroom physical activities
  7. 7. Adapted from Take 10!® program and CATCH
  8. 8. Designed by teachers to take
  9. 9. 5 minutes
  10. 10. 10 minutes
  11. 11. 20 minutes (also used for recess)
  12. 12. Implemented at teacher’s discretion
  13. 13. Recess</li></li></ul><li>The Myth – Physical Activity Interferes with Teaching<br />Low-performing children who <br /> were exposed to physical <br /> activity in the classroom <br /> caught up in math scores <br /> with students in non-PASS <br /> schools within one year<br />These students showed <br /> significantly greater increases in math scores over time<br />Students in the intervention and control schools had similar improvements in reading scores over the course of a year <br />
  14. 14. Types of Activities<br />Invisible Jump Rope (10 minutes, grades 3-5, from Take 10!®)<br /> • Students recall basic counting, addition, and subtraction facts while jumping an invisible rope. <br /> • The teacher calls out a number, and everyone jumps as they count up to it.<br />Zero In (10 minutes, grades 3-5, from Take 10!®)<br />Students try to help a classmate guess a “secret number” on the board behind him/her. <br />The class will either perform vertical jumps if the <br /> student needs to guess higher, or squats if the <br /> student needs to guess lower. <br />
  15. 15. Participating Schools and Students<br />Eight elementary schools throughout <br /> Texas (four intervention, four control)<br />1,163 third- and fourth-graders<br />Four schools had a Hispanic population<br /> greater than 93%<br />Half of all participants were either <br /> overweight or obese<br />Almost evenly split between boys and girls<br />Percentage of economically disadvantaged students ranged from 43.9% to 99.7%<br />In five of the schools, more than 25% of all students had limited English proficiency<br />Racial makeup was 68% Hispanic, 25% white, 5% African-American, 2% other<br />
  16. 16. Measures<br />Fitness Indicators<br />Health Indicators<br />Social Skills/<br />Behavioral <br />Assessment<br />
  17. 17. Who Benefits the Most From Classroom Physical Activity?<br />Children who are not adapting well to school. In the study, those students were identified through the following components:<br /> Adaptability<br /> Functional communication<br /> Social skills<br /> Leadership<br /> Study skills<br />These children experience challenges with appropriate emotional expression and control, daily living skills inside and outside the home, communication skills, and social, organizational, study and other adaptive skills<br />
  18. 18. Where’s the Proof?<br />Does increasing physical activity up <br />to 60 minutes a day using classroom <br />physical activities improve academic <br />performance?<br />What does the data indicate?<br />
  19. 19. Positive Correlation Between Fitness and Academic Achievement<br /># of Laps<br />
  20. 20. Lower Adaptive Skills Also Result in Lower Reading and Math Skills<br />
  21. 21. For Children Identified as Having Adaptive Skills Problems by Their Teacher, Those in the Intervention Had Significantly Higher Math Scores Over Time<br />PASS & CATCH Math Scores<br />Change in Stanford math scores over time, adjusted for race/ethnicity (i.e., percent Hispanic); among poorly adapted students (n=198)<br />Stanford math score<br />45<br />40<br />35<br />Comparison<br />Math<br />Intervention<br />30<br />25<br />Sep./Oct. 2005<br />May 2006<br />December 2006<br />
  22. 22. For Children Identified as Having Adaptive Skills Problems by Their Teacher, Those in the Intervention had Significantly Higher Reading Scores Over Time<br />Stanford reading score<br />PASS & CATCH Reading Scores<br />Change in Stanford reading scores over time, adjusted for race/ethnicity (i.e., percent Hispanic); among poorly adapted students (n=198)<br />45<br />40<br />35<br />Comparison<br />Reading<br />Intervention<br />30<br />25<br />Sep./Oct. 2005<br />May 2006<br />December 2006<br />
  23. 23. In Their Own Words<br />“This program lets my mind <br />‘wake up,’ because you always <br />have to concentrate on doing <br />your best.”<br />“I liked the game where we <br />would pass the ball around the <br />room and give each other <br />multiplication tables. We would <br />play this game before math in the morning to get our hearts pumping.”<br />Quotes taken from PASS & CATCH participant survey at close of intervention<br />
  24. 24. “It created a team approach to learning.”<br /> “My students were able to get out their pent-up energy in a positive way. They really enjoyed the different activities.”<br /> “Seemed to increase alertness and awareness.”<br />“My students are more focused, and when students were getting off task, I<br />would use PASS & CATCH activities.”<br />“The students learned to work together better.”<br />Quotes taken from PASS & CATCH teacher survey at close of intervention<br />What Teachers Had to Say<br />
  25. 25. Conclusions<br />When classroom physical activity and recess are added to physical education for 60 minutes a day, elementary school children achieve higher test scores in math.<br />The Stanford 10 math and reading skills of students identified as not adapting well to school were significantly lower.<br />With 60 minutes a day of <br /> physical activity, including <br /> classroom activities, poorly <br /> adapting children significantly <br /> improve their reading and <br /> math scores over 16 months, <br /> compared to poorly adapting <br /> children with the usual <br /> physical education.<br />
  26. 26. I’m Interested … Now What?<br />Visit www.take10.net to find out <br />how to incorporate physical activity <br />into your curriculum …<br /> …and www.catchinfo.org to learn more about how active kids have <br /> active minds!<br />
  27. 27. Nancy G. Murray, Dr.PH<br />Michael & Susan Dell Center for <br />Advancement of Healthy Living <br />The University of Texas School of Public Health<br />Nancy.G.Murray@uth.tmc.edu<br />with assistance from<br />and <br />

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