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Quality Physical Education Works: Now What Do We Do? Harold W. (Bill) Kohl, Ph.D. Palm Beach, Aruba June 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 Springer University 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 only accelerate 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 beneficially associated 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 sitting had 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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Policy/Social Environment Mandated PA Time PE Organization/Training 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 6-8 th Grade 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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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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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 6 5 4 3 2 1 6789101112123456789 a.m. p.m. METS

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The Program Integrates 10 minute periods of physical activity into school day combined with age-appropriate lessons of math, science, language arts, etc.

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The Program Designed to complement, not replace, other physical activity opportunities such as physical education and after-school programs.

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Primary Core Academic Objectives GradeLanguage Arts MathSocial Studies Science Kindergarten13 Lessons10 lessons7 Lessons7 lessons 1 st Grade14 Lessons9 Lessons7 Lessons4 Lessons 2 nd Grade13 Lessons7 Lessons5 Lessons 3 rd Grade12 Lessons7 Lessons6 Lessons5 Lessons 4 th Grade12 Lessons7 Lessons5 Lessons7 Lessons 5 th Grade12 Lessons6 Lessons5 Lessons7 Lessons

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GradeHealth and Nutrition Character Education Physical Education Kindergarten3 Lessons6 Lessons30 Lessons 1 st Grade3 Lessons4 Lessons30 Lessons 2 nd Grade7 Lessons4 Lessons30 Lessons 3 rd Grade7 Lessons4 Lessons30 Lessons 4 th Grade10 Lessons5 Lessons30 Lessons 5 th Grade7 Lessons6 Lessons30 Lessons Secondary Curriculum Objectives

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Frequency of Teacher Implementation, TAKE 10! 1999 - 2001 Times per week Percent

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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 (3 rd grade). 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 (3 rd Grade) Leadership Roles High Activity Games (CATCH) Process & Guidelines Lessons Learned so far Students = capable High satisfaction Training needed

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Methods SOFIT-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