16 quality physical education works, now what do we do, harold kohl

8/12/2019 16 Quality Physical Education Works, Now What Do We Do, Harold Kohl

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Quality Physical Education Works:

Now What Do We Do?

Harold W. (Bill) Kohl, Ph.D.

Palm Beach, ArubaJune 2012

Professor of Epidemiology and

Kinesiology

University of Texas and University of Texas

School of Public Health, Texas USA


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Dr. Andrew SpringerUniversity of

Texas School of Public Health


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1 hour or more of PA every day.

Most of the 1 hour should be moderate-intensity

of vigorous intensity PA. Vigorous intensity activity on at least 3 days per

week.

Muscle-strengthening and bone-strengthening

activity on at least 3 days/ week.

(USDHHS 2008)


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Its where the children are.

Existing resources and infrastructure

Trained and committed staff (teachers)Community trust


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Guidelines for health state goal of 60

minutes/day

Even the best PE classes onlyaccelerate heart rate to a moderate-

intensity 15-20 minutes

Where should the remainder (40-45

minutes/day) come from?


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How can schools promote childrens

physical activity beyond PE?


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Ecological Perspectives for PA

School-Based Strategies for PA

Promotion


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AusDiab Accelerometer Study: Increased breaks in sitting beneficiallyassociated with waist circumference, BMI, and other physiological

measures., independent of total sedentary time & MVPA. (Healy et al.,2008).

Canada Fitness Survey: Canadians who reported most of day sittinghad poorer long-term mortality outcomes. Associations held even

among those who were physically active (Katzmarzyk 2009).

Follow up AusDiab Study: Each 1-h increment in TV time associated

with increased risk of all cause and CVD mortality rates, respectively

(Independent of PA)(Dunstan et al., 2010).

U.S. (n=7744 men): >10hrs sitting/week in cars & more than 23

hrs/week watching TV and in cars = 82% and 64% increased risk of

dying from CVD (Warren et al., 2010)


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Substantial evidence that PA can improve

academic achievement(CDC, 2010, Review of 50 studies)

Recess period of >15 minutes/1 or more times/day:improved class behavior scores (Barroso et al 09).


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Policy

Sallis et al., 2006

(Sallis et al 2006)


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Opportunity for Physical Activity Times per week

Minutes per session

Times during the day: before, during and after school.

Structured vs. Unstructured

Structured: PE class; structured activity breaks (classroom-based

energizers; structured recess); intramural sports

Teacher-Led vs. Student-Led vs. Free-Play

Unstructured: Free-play activity time (e.g., recess)

Quality of Physical Activity

How much time spent in MVPA? (Nader et al., 2003: 37%)

How enjoyable is PA? (e.g., only running?)


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Policy/Social Environment

Mandated PA Time

PE Organization/Training

Supervised Free-Play Time

Activity Breaks

Community-School Partnership

Active Commuting (i.e., walk/bike to school)

Built Environment


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Mandated PA Time


Supervised Free-Play Time (before, during,

after school)

Activity Breaks

Community-School Partnership Active Commuting (i.e., walk/bike to school)

Built Environment


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Aim: to encourage middle school

students to engage in 60 minutes of

PA every day.

Components

Get ur 60 wristbands and cards

Discounts with community partner

organizations (25+ organizations ) Prizes for wearing wristband/ being

active

Increased opportunities for activity:

Open Gym


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Percentage of Open Gym Time 6-8thGrade

Students Engaged in MVPA(n=5 schools) Spring 2010

Mean time: 24 min.

Students: 45-100

Kelder, Springer et al., in process


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Todays PA Menu (Delicious!)

Zone A: Four Square

Zone B: Soccer

Zone C: Hula Hoops

Zone D: Freeze Tag


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Mandated PA Time



Activity Breaks



Built Environment


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Promoting Lifetime Activity in Youth(PLAY)(Pangrazi et al., 2003; Ernst et al., 1999)

Teacher-led games. (Connolly & McKenzie, 1995)

TAKE 10!(Stewart et al, 2004)

KISS(RCT: Switzerland) (Kriemler et al., 2010)

ABC Activity Bursts in the Classroom(Katz et al.,

2010)


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Energy Expenditure Profiles

8

7

65

4

3

2

1

6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9

a.m. p.m.

METS


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The Program

Integrates 10 minute periods of

physical activity into school daycombined with age-appropriate

lessons of math, science, language

arts, etc.


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The Program

Designed to complement, not

replace, other physical activityopportunities such as physical

education and after-school

programs.


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Primary Core Academ ic

Object ives

Grade Language

Arts

Math Social

Studies

Science

Kindergarten 13 Lessons 10 lessons 7 Lessons 7 lessons

1stGrade 14 Lessons 9 Lessons 7 Lessons 4 Lessons

2ndGrade 13 Lessons 7 Lessons 5 Lessons 5 Lessons

3rdGrade 12 Lessons 7 Lessons 6 Lessons 5 Lessons

4thGrade 12 Lessons 7 Lessons 5 Lessons 7 Lessons

5thGrade 12 Lessons 6 Lessons 5 Lessons 7 Lessons


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Grade Health and

Nutrition

Character

Education

Physical

Education

Kindergarten 3 Lessons 6 Lessons 30 Lessons

1stGrade 3 Lessons 4 Lessons 30 Lessons

2ndGrade 7 Lessons 4 Lessons 30 Lessons

3rdGrade 7 Lessons 4 Lessons 30 Lessons

4thGrade 10 Lessons 5 Lessons 30 Lessons

5thGrade 7 Lessons 6 Lessons 30 Lessons

Secondary Curr icu lum

Object ives


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Frequency o f Teacher Imp lementation ,

TAKE 10! 1999 - 2001

0

20

40

60

80

0 1-3 4-7 8-10 11+

Fall 1999

Spring 2000

Fall 2000

Winter 2001

Times per week


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Texas SB 19/530: 30 minutes daily structured PA

Austin Independent School District WOW Time

Objective: To assess the effect of low-cost strategies

for promoting childrens MVPA during recess and

WOW time (3rdgrade).

Strategies:

Peer-led Games Approach

Teacher-led Approach

Playground Markings

Funding: Michael & Susan Dell Foundation


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Active Play Project Peer-Led Games Process

Student Teams (3rd

Grade)

Leadership Roles

High Activity Games

(CATCH)

Process & Guidelines

Lessons Learned so farStudents = capable

High satisfaction

Training needed


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MethodsSOFIT-R

8 schools (>60% econ disadvantage)

October, November, Dec 2009

2 classes/school, n=77 observations

Mean minutes of recess = 21

Initial Findings:

66.4% of time in MVPA

Boys: 71.2% vs. 61.6% in girls (p


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p


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Mandated PA Time



Activity Breaks



Built Environment


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Mandated PA Time



Activity Breaks



Built Environment


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We shape our buildings, and

thereafter they shape us.

-Winston Churchill

(1874-1965)


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Stratton (2000): Children 5-7 yrs

(UK). MVPA increased by 18 mins/d.

Stratton & Mullan (2005): 4-11 yrs:

MVPA increased from 37% to 50%.

Ridgers et al. (2007)
http://www.surfacesigns.co.uk/playgroundmarkings.html


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WOW Time

Increased MVPAduring recess?

Increased Active

Learning?


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Ecological Models: a framework for guiding actionfor PA:

Policy Environment, Information Environment, Social-

Cultural Environment, Built Environment

Expand from a Student to a School Focus: PA Policies & Practices: activity breaks; PA opportunities before,

during & after school; PE MVPA; active commuting; PA built

environment; community-school partnerships


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Recess Policy: How much time? NASPE: elementary school children

should be provided at least one daily period of recess

of at least 20 minutes in length.

Not withholding recess: behavior mgmnt/tutoring.

When to hold recess? (e.g., before lunch?)

Structured vs. Unstructured (RWJ: structured)

Classroom Activity Breaks= How do we promote? Quality PE: 50% MVPA : Training & Accountability

School-community partnerships:how to increase?

School faculty:Social support for childrens PA


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Guidelines for health state goal of 60

minutes/day

Even the best PE classes onlyaccelerate heart rate to a moderate-

intensity 15-20 minutes

Where should the remainder (40-45minutes/day) come from?


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Quality Physical Education

Free play time

Active Transport to School

Sports

Curriculum Integration


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16 quality physical education works, now what do we do, harold kohl

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