1 getting kids physically active aaron beighle, ph.d
TRANSCRIPT
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Getting Kids Physically ActiveGetting Kids Physically Active
Aaron Beighle, Ph.D.Aaron Beighle, Ph.D.
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The BeginningThe Beginning
University of SouthUniversity of SouthFlorida's Prevention Research CenterFlorida's Prevention Research Center– Community Based Prevention Marketing in Community Based Prevention Marketing in
Lexington GrantLexington Grant
After-school programs targeted by After-school programs targeted by “Tweens” Coalition“Tweens” Coalition
Commissioned by the Director of the Commissioned by the Director of the Coalition, Anita CourtneyCoalition, Anita Courtney
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The EvolutionThe Evolution
Started with six hours over three eveningsStarted with six hours over three evenings
Participant feedbackParticipant feedback– More activities for childrenMore activities for children– Fewer sessionsFewer sessions
Created a bookletCreated a booklet– Management ideasManagement ideas– Activity ideasActivity ideas
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Workshop OrganizationWorkshop Organization
Part 1 – Managing students in a physically Part 1 – Managing students in a physically active settingactive setting
Part 2 – Understand physical activity Part 2 – Understand physical activity promotion for youthpromotion for youth
Part 3 – Developmentally appropriate Part 3 – Developmentally appropriate activities for youthactivities for youth
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Part 1 – Part 1 – Managing children in a Managing children in a physically active settingphysically active setting
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Part 1:Part 1:Key ConceptsKey Concepts
Stopping and starting childrenStopping and starting children– Consistent signalsConsistent signals
Grouping childrenGrouping children– Humane and efficientHumane and efficient
Efficient equipment retrievalEfficient equipment retrieval– Set upSet up
Giving instructions and directionsGiving instructions and directions– Thorough and conciseThorough and concise
Simple activities and gamesSimple activities and games– Fun for allFun for all
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Part 2 – Part 2 – Understand physical activity Understand physical activity
promotion for youthpromotion for youth
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Fitness, Exercise, or Activity?Fitness, Exercise, or Activity?
FitnessFitness: A set of attributes that people have or : A set of attributes that people have or achieve relating to their ability to perform physical achieve relating to their ability to perform physical activity (USDHHS, 1996)activity (USDHHS, 1996)
ExerciseExercise: Leisure time physical activity conducted : Leisure time physical activity conducted with the intention of developing physical fitness.with the intention of developing physical fitness.
Physical ActivityPhysical Activity: Bodily movement that is produced : Bodily movement that is produced by the contraction of skeletal muscle and that by the contraction of skeletal muscle and that substantially increases energy expenditure substantially increases energy expenditure (USDHHS, 1996)(USDHHS, 1996)
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Dance
Exercise
Sports
Recreation
Leisure Activities
Others
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Why physical activity?Why physical activity?
Inactive people have twice the risk of Inactive people have twice the risk of developing heart diseasedeveloping heart diseaseInactivity is a primary risk factor for Inactivity is a primary risk factor for heart disease (so are smoking, high heart disease (so are smoking, high blood pressure, and high cholesterolblood pressure, and high cholesterolReduces risk of cancer and diabetesReduces risk of cancer and diabetesImproves posture and reduces lower Improves posture and reduces lower back painback painIs as effective as psychotherapy for Is as effective as psychotherapy for treating depressiontreating depression
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Activity Is for All YouthActivity Is for All Youth
Regular activity for youth increases the probability Regular activity for youth increases the probability of an active adult lifestyle Youth who are active at of an active adult lifestyle Youth who are active at 3 or 4 years of age, are more active as adults 3 or 4 years of age, are more active as adults
Moderate activity offers lifetime benefitsModerate activity offers lifetime benefits
Activity helps those who need it most - unskilled Activity helps those who need it most - unskilled and obese youthand obese youth
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Why the Concern about Why the Concern about Inactivity among Youth?Inactivity among Youth?
A percentage of youth (15-30%) are A percentage of youth (15-30%) are inactive.inactive.
Other reasons for concern are:Other reasons for concern are:– The rapid decrease in activity among youth The rapid decrease in activity among youth
when they enter adolescence, particularly when they enter adolescence, particularly femalesfemales
– The increase in obesity among youth and The increase in obesity among youth and adultsadults
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Steps across grade levelSteps across grade level
8000
9000
10000
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1 2 3 4 5 6 7 8 9 10 11 12
Grade
Ste
ps/d
ay
Males
Females
Mean steps/day for female and male students in grades 1-12
Le Masurier, G., Beighle, A., et al, (2005) Pedometer determined physical activity levels of youth. Journal of Physical Activity and Health.
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When are elementary school When are elementary school students active?students active?
0
1000
2000
3000
4000
5000
6000
7000
8000
P.E. School Day OutsideSchool
BoysGirls
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.
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FactorsFactors
EnvironmentEnvironment– Staff ManagedStaff Managed
MotivationMotivation– Staff interactionStaff interaction
Appropriate ActivitiesAppropriate Activities– Staff determinedStaff determined
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(teacher = anyone working with children)(teacher = anyone working with children)
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A Friend?A Friend?
Friends play favoritesFriends play favorites
Friends want to be likedFriends want to be liked
Friends pick who they wish to helpFriends pick who they wish to help
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A leader?A leader?
Leaders care about all students and treat them Leaders care about all students and treat them all fairlyall fairly
Leaders earn respectLeaders earn respect
Leaders help all studentsLeaders help all students
Leaser are proud of what they doLeaser are proud of what they do
Leaders are about peopleLeaders are about people
Leaders want to make a positive difference in Leaders want to make a positive difference in the lives of all childrenthe lives of all children
Are you a leader?Are you a leader?
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Understanding YouthUnderstanding Youth
Elementary Age ChildrenElementary Age Children– Love activity…anythingLove activity…anything– Short attention spansShort attention spans– Concrete thinkersConcrete thinkers– CuriousCurious– IndividualsIndividuals– Self-centeredSelf-centered
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Understanding YouthUnderstanding Youth
Late elementary to middle schoolLate elementary to middle school– Peer acceptance is importantPeer acceptance is important– Success is extremely importantSuccess is extremely important– Activity may not be coolActivity may not be cool– Changing bodiesChanging bodies– Can be emotionalCan be emotional– Struggle for independenceStruggle for independence
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Teacher’s Role in a Physical Teacher’s Role in a Physical Activity ProgramActivity Program
1. Teach students to be good people1. Teach students to be good people• Teachers are agents of change for societyTeachers are agents of change for society• If we don’t teach them to be better people If we don’t teach them to be better people
who willwho will
2.2. Make activity funMake activity fun• Sell itSell it
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Causes of misbehaviorCauses of misbehavior
Looking for attentionLooking for attention
Low self-esteemLow self-esteem
ConfusedConfused
Bored/Not challengedBored/Not challenged
Dislikes the activity/programDislikes the activity/program
Expectations different from home or Expectations different from home or school dayschool day
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Dealing with MisbehaviorDealing with Misbehavior
Productive and unacceptable behavior are Productive and unacceptable behavior are learned and can changelearned and can changeBe assertiveBe assertiveKnow the role of emotionKnow the role of emotionDeal with the behavior immediatelyDeal with the behavior immediately– The longer you wait the more difficult it is to The longer you wait the more difficult it is to
change a behaviorchange a behavior– Reprimanding children after a class or day is Reprimanding children after a class or day is
not effectivenot effective
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More Dealing with BehaviorMore Dealing with Behavior
Always address the behavior, not the childAlways address the behavior, not the child
Sermons or lectures are ineffectiveSermons or lectures are ineffective
Work to shape one behavior at a timeWork to shape one behavior at a time
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Preventing Behavior ProblemsPreventing Behavior Problems
Plan ahead. Know what you are going to Plan ahead. Know what you are going to do. How will you react?do. How will you react?
Call attention to desirable behaviorCall attention to desirable behavior
Positive, specific feedback is very powerfulPositive, specific feedback is very powerful
Identify your leaders and problems right Identify your leaders and problems right awayaway
Model your expectationsModel your expectations– How?How?
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Preventing Behavior ProblemsPreventing Behavior Problems
Address behavior PRIVATELYAddress behavior PRIVATELY
Understand how failure and frustration Understand how failure and frustration impact behaviorimpact behavior
What do people that are failing do?What do people that are failing do?– Clown aroundClown around– Make negative commentsMake negative comments– Stop tryingStop trying– Disrupt othersDisrupt others
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Preventing Discipline ProblemsPreventing Discipline Problems
Separate students who are having Separate students who are having problemsproblems
Talk with appropriate adults early onTalk with appropriate adults early on– Parents??????Parents??????– SupervisorSupervisor
Never allow the least cooperative student Never allow the least cooperative student to run the showto run the show
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Changing BehaviorChanging Behavior
Get to know kids as individualsGet to know kids as individuals– What makes each of them tick?What makes each of them tick?
Kids don’t care how much you know…Kids don’t care how much you know…
Reinforce desired behaviorReinforce desired behavior– Tell students what you expect and then when Tell students what you expect and then when
they give it to you, bombard them with SPFthey give it to you, bombard them with SPF
Evaluate and modify what you are doingEvaluate and modify what you are doing– Is it working? Why not?Is it working? Why not?
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Rules/ExpectationsRules/Expectations
Rules should be general and conciseRules should be general and concise
3-5 rules at the most3-5 rules at the most
Clearly stated in the positiveClearly stated in the positive
Rules should teach being a good personRules should teach being a good person
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Rules/ExpectationsRules/Expectations
Rules reflect the values of the teacher Rules reflect the values of the teacher and/or the organizationand/or the organization
Rules must be observableRules must be observable
Rules must be reasonable for the ageRules must be reasonable for the age
Rules should be displayed prominentlyRules should be displayed prominently– For students, teachers, supervisors, etc.For students, teachers, supervisors, etc.
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ConsequencesConsequences(My suggestions)(My suggestions)
First WarningFirst Warning
Second Warning Second Warning – TO, child decides when to come backTO, child decides when to come back
Third WarningThird Warning– Child out for rest of timeChild out for rest of time– If you have kids for over 30 minutes, start If you have kids for over 30 minutes, start
over each half hour to 45 minutesover each half hour to 45 minutes
Severe ClauseSevere Clause
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Using Time OutUsing Time Out
It is only effective if the program/activity is funIt is only effective if the program/activity is funStudent must face away from the actionStudent must face away from the actionEliminates teacher/student emotionEliminates teacher/student emotionIs better than one child disrupting othersIs better than one child disrupting othersIs for everyday problemsIs for everyday problemsIs consistent with societies consequencesIs consistent with societies consequencesIs a place to “Take a break”, cool down, and Is a place to “Take a break”, cool down, and reflectreflectWhy not TO for time?Why not TO for time?
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Responding to MisbehaviorResponding to Misbehavior
Avoid showing trigger pointsAvoid showing trigger points
Keep composedKeep composed
Avoid internalizing the problemAvoid internalizing the problem
Control your emotionsControl your emotions– Do you have a plan?Do you have a plan?
Avoid taking it personallyAvoid taking it personally– The cause of the behavior is probably not youThe cause of the behavior is probably not you
Remember kids have bad days tooRemember kids have bad days too
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Dealing with MisbehaviorDealing with Misbehavior
Do not feel threatenedDo not feel threatened
Acknowledge your feelingsAcknowledge your feelings– How are you going to feel when kids don’t How are you going to feel when kids don’t
listen?listen?
Do you have a plan?Do you have a plan?
Avoid argumentsAvoid arguments– Move awayMove away– Don’t eyeball the childDon’t eyeball the child
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Dealing with Deviant BehaviorDealing with Deviant Behavior
Avoid asking questions…at the timeAvoid asking questions…at the time
Avoid touchingAvoid touching
Avoid cussingAvoid cussing
Avoid sarcasmAvoid sarcasm– Difficult to interpretDifficult to interpret
Avoid punishing a group for the actions of Avoid punishing a group for the actions of oneone
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What are your options?What are your options?
IgnoreIgnore
Quiet WarningQuiet Warning
Time outTime out
Send to your superiorSend to your superior
Explode???Explode???
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Delivering consequencesDelivering consequences
Always privately, NEVER publiclyAlways privately, NEVER publicly
Always privately, NEVER publiclyAlways privately, NEVER publicly
Always privately, NEVER publiclyAlways privately, NEVER publicly
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Delivering ConsequencesDelivering Consequences
If publicly, what could happen?If publicly, what could happen?– It works.It works.– TensionTension– Fracture relationship between you and the Fracture relationship between you and the
childchild– Child becomes the heroChild becomes the hero– Class sees your trigger pointsClass sees your trigger points
YOU NEVER KNOW WHEN YOU ARE YOU NEVER KNOW WHEN YOU ARE GOING TO CRUSH A CHILDGOING TO CRUSH A CHILD
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Delivering ConsequencesDelivering Consequences
Buying timeBuying time– Engages other childrenEngages other children– Provides privacyProvides privacy– Avoids upsetting the other childrenAvoids upsetting the other children– Not embarrassingNot embarrassing– Doesn’t punish the kids that behaveDoesn’t punish the kids that behave– Doesn’t place teacher on defense of kids talk Doesn’t place teacher on defense of kids talk
backback
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Afraid of being the “bad guy”?Afraid of being the “bad guy”?
It’s not a good guy/bad guy situationIt’s not a good guy/bad guy situation– It’s not you against the childIt’s not you against the child
Is it disciplining?Is it disciplining?
Our society rewards those that are Our society rewards those that are disciplineddisciplined
It is a system for correcting, shaping, and It is a system for correcting, shaping, and molding appropriate behaviormolding appropriate behavior
You are teaching children to be disciplinedYou are teaching children to be disciplined
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MotivationMotivation
SuccessSuccess
ConnectionConnection
ChoiceChoice
IndividualityIndividuality
SupportSupport
FunFun
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Modifying ActivitiesModifying Activities
EquipmentEquipment
ScoringScoring– Is it necessary?Is it necessary?
RulesRules– If one kid dominatesIf one kid dominates– To ensure success for allTo ensure success for all
Easy to difficultEasy to difficult
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Part 3 – Part 3 – Developmentally appropriate Developmentally appropriate
activities for youthactivities for youth
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Key ConceptsKey Concepts
Activity for allActivity for all
Modified for successModified for success
ChallengingChallenging
AppropriateAppropriate
ENJOYABLE FOR ALLENJOYABLE FOR ALL