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Knowledge CheckAfter this course you will be able to answer the following question:

How many minutes of physical activity should children get each day?a) 15 minutes or moreb) 60 minutes or morec) 45 minutes or mored) 30 minutes or more

Recycle Bin Boogie:Move and Learn with Recyclables!Amy M Schlessman, DPT, DHS

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Learning Outcomes� Describe at least three benefits of physical activity for

children and adolescents.� List at least three general exercise principles for children

and adolescents.� Identify the link between physical activity and learning

(including recent research) for children and adolescents.� Describe at least three creative physical activities that

combine academic concepts and recyclables for use in early childhood settings.

RecyclingDefinition:� To reuse� To process (items such as metal, plastics, paper, and

glass) in order to regain material for human use

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Recycling and the School Connection� Learn to care for the Earth� Learn about environmentally friendly activities (i.e.

recycling)� Academic Link:

� Introduce the importance of recycling through activities that enhance cognitive development

� Sorting, relationships, classification

Youth and Environmental Action � A study of the perspectives of 12 young

environmental leaders on their formative influences� Parents� Experiences outdoors in childhood � Friends� Role models� Teachers� Youth groups � Conferences or gatherings

(Arnold, Cohen, Warner 2009)

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A Call to Action: Engage Our Youth� Urgent action to engage young children as agents of

change for the environment� Moving education from learning about the environment to

education for the environment � Call for more research on young children as agents of

change

Davis J. 2009

Combining Recycling and Physical Activity

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Benefits of Physical Activity� Improves:

� Participation in activities � Sense of well-being� Academic readiness

� Increases and maintains: � Heart and lung efficiency� Strength, flexibility, mobility, and coordination � Bone structure and strength

http://www.cdc.gov/physicalactivity/everyone/health/index.html

Benefits of Physical Activity� Helps control:

� Weight� Decreases:

� Risks of many chronic diseases (i.e. heart disease, diabetes)

� Anxiety, depression

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Exercise Principles for Children60 minutes or more of physical activity each day.� 3 types:

� Aerobic activity� Muscle strengthening � Bone strengthening

http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html

Exercise Principles for ChildrenAerobic activity: � Moderate-intensity aerobic activity: DAILY

� Brisk walking� Active recreation (hiking, skateboarding)� Bicycle riding

� Vigorous-intensity activity: at least 3 days per week� Active games involving running and chasing, such as tag � Jumping rope � Martial arts, such as karate � Running � Sports (basketball, swimming, gymnastics)http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html

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Exercise Principles for Children � Muscle strengthening activities: at least 3 days per week

as part of the 60 or more minutes.� 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 � Swinging on playground equipment/bars � Gymnasticshttp://www.cdc.gov/physicalactivity/everyone/guidelines/children.html

Exercise Principles for Children� Bone strengthening activities : at least 3 days per week

as part of the 60 or more minutes.� Games such as hop-scotch � Hopping, skipping, jumping � Jumping rope � Running � Sports such as gymnastics, basketball, volleyball,

tennishttp://www.cdc.gov/physicalactivity/everyone/guidelines/children.html

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Are Our Children Getting Enough Physical Activity?

NO!

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Staggering Facts� Obesity is increasing rapidly in the United States,

affecting children, adolescents, and adults of all races, ethnicities, and income levels.

� Obese children have a 70% chance of being overweight or obese as adults—facing higher risks for many diseases, such as heart disease, diabetes, stroke, and several types of cancers.

Centers For Disease Control, "Make a Difference at Your School" (2013). Chronic Disease.

Staggering Facts� The costs of treating obesity-related diseases are

staggering and rising rapidly.� In 2004, direct and indirect health costs associated with

obesity were $98 billion.

Centers For Disease Control, "Make a Difference at Your School" (2013). Chronic Disease.

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Staggering Facts� Today many children are inactive and

unfit.� In the past three decades, childhood

obesity has nearly tripled.� Ages 2-19: 17% are obese.

FactsContributing factors to obesity and overweight:� Increases in sedentary lifestyles� Decreases in physical education� An inactive lifestyle cultivates a slower metabolism and

increases body fat

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Lack of Physical ActivityTelevision and media � Children 8-18 years of age spend an average of 7.5 hrs a

day using entertainment media (TV, computers, video games, cell phones, movies).

Rideout VJ, Foehr UG, Roberts DF. Generation of M2 Media in the Lives of 8-18 Year Olds. A Kaiser Family Foundation Study; 2010

� 83% children from 6 months to less than 6 years of age view TV or videos about 1 hour and 57 minutes a day.

Rideout V & Hamil E. (2006). The Media Family: Electronic Media in the Lives of Infants, Toddlers, Preschoolers, and Their Parents. Menlo Park, CA: The Henry J. Kaiser Family Foundation; 2006.

A Call for ActionRecommendations of the National Center for Chronic Disease Prevention and Health Promotion:� Children and adolescents need motivating opportunities

to increase physical activity levels through programs in the home, at school, and in the community.

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A Call for Action� Reversing the obesity epidemic needs a well-coordinated

approach to reach children where they live, learn, and play.

� Schools have an important role.

Centers For Disease Control, "Make a Difference at Your School" (2013). Chronic Disease.

A Call for Action� Working with other public, voluntary, and private sector

organizations, schools can play a CRITICAL ROLE in reshaping social and physical environments and providing information, tools, and practical strategies to help students adopt healthy active lifestyle.

� Research shows that well-designed, well-implemented school programs can effectively promote physical activity and healthy eating.

Centers For Disease Control, "Make a Difference at Your School" (2013). Chronic Disease.

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Why Combine Learning with Physical Activity?The link between physical activity and learning

Recent Research� A meta-analysis of 59 studies from 1947 to 2009

� Physical activity has a significant and positive effect on academic achievement and cognitive outcomes

� Aerobic exercise had the greatest effect Fedewa and Soyeon 2011

� Systematic review of 28 studies (most between 2010-2015): � Effectiveness of school-based physical activity

interventions on academic achievement, especially cognitive performance

Mura et al 2015

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Recent Research� More studies:

� Participation in physical activity: associated with increased academic achievement

Castelli et al 2007; Chomitz et al 2009; Coe et al 2006; Roberts et al 2010, Singh et al 2012, Pontifex et al 2013, Lees and Hopkins 2013, Becker et al 2014, Ardoy et al 2014, Esteban-Cornejo et al 2015.

� Classroom-based high-intensity interval activity improves off-task behavior

Ma et al 2014

Recent ResearchParticipation in physical activity: 1) Increased school achievement2) Better cognitive control and memory task

performance3) More adaptive and efficient brain function

Chaddock, Voss, Kramer 2012; Chaddock, Pontifex, Hillman 2011

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Recent Research� Perceived barriers and facilitators to physical activity for

children with special needs: parent perceptions� Systematic review:

� 14 articles met the inclusion criteria

Shields, Synnot, Barr 2012.

Recent ResearchPerceived barriers and facilitators to physical activity for children with special needs: parent perceptions� Facilitators:

� Child's desire to be active� Practicing skills� Involvement of peers� Family support� Accessible facilities� Proximity/location � Quality opportunities� Skilled staff

Shields, Synnot, Barr 2012.

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Recent ResearchPerceived barriers and facilitators to physical activity for children with special needs: parent perceptions� Barriers:

� Lack of knowledge and skills� Child's preferences� Fear� Parental behavior� Negative attitudes to disability� Inadequate facilities� Lack of transport� Lack of programs/staff capacity� Cost

Shields, Synnot, Barr 2012.

Recent Research� The role of schools in children’s physical activity

participation: staff perceptions� Focus groups in 12 elementary schools in Midwest

� Physical activity was important� Staff aware of benefits of physical activity, however

noticed eliminating recess was often used as a punishment for misbehavior

Huberty, Dinkel, Coleman 2012.

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Recent Research� The role of schools in children’s physical activity participation:

staff perceptions� Barriers to incorporating more physical activity into school:

� Lack of time due to increasing academic demands� Peer pressure not to be active� Lack of space� Lack of equipment� Staff felt that their encouragement of or active participation

in physical activity with children resulted in more activity

Huberty, Dinkel, Coleman 2012.

Recent Research� The role of schools in children’s physical activity

participation: staff perceptions� School-based physical activity promotion and physical

activity opportunities hold great promise for increasing physical activity in children

� Training staff regarding physical activity benefits and research is needed to maximize efforts to increase physical activity for children

Huberty, Dinkel, Coleman 2012

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Today: Practical Strategies� Implementing physical activity in the classroom:� Strategies that involve:

� Minimal planning time � Minimal space� Minimal equipment� Minimal expense

Safety is a Priority� Not all exercise is suitable for everyone. These activities are not

intended as a substitute for the specific advice of a physician or a physical therapist. Consulting with a physician or physical therapist prior to beginning any exercise program is recommended.

� Amy Schlessman and Life Fuel (Kid Dynamics LLC) are not responsible for any injury that may occur during any activity as recommended in this course.

� Adult supervision is recommended for all activities in this course. The adult(s) supervising each activity are responsible for determining the skill level and appropriateness of each activity for each child. The adult(s) supervising each activity are also responsible for adapting each activity according to the individual needs of the child(ren).

� Children need to be reminded of safety rules before and during all activities in this course.

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Materials CONTAINERS� 2-liter bottles� Drink and water bottles (all sizes)� Yogurt containers� Small plastic tubs and lids (margarine, cottage cheese, sour cream, etc.)� Large plastic containers and lids (whipped cream, sherbet, ice cream, etc.)� Milk cartons� Coffee cans (plastic and metal)� Bottle caps (milk, sports drinks)

PAPER� Solid color paper (brown paper grocery bags or construction paper)� Scrap paper� Newspaper

Materials CYLINDERS� Mailing tubes� Wrapping paper tubes� Paper towel tubes� Toilet paper tubes� Cylindrical containers (oatmeal container, potato chip tube, etc.)

CUBES & RECTANGLES � Printer paper boxes� Shoe boxes� Tissue boxes (cube-shaped and rectangular)� Cardboard jewelry boxes � Food boxes (cereal, tea, fruit snacks, granola bars, etc.)� Pizza box (clean, no grease)� Toothpaste boxes (small and large)

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Get Organized: Plan Ahead � Gather large boxes to collect recyclable items� Parent/Community involvement:� Send home/post a list of desired recyclable and reusable

items � Include item suggestions and remind parents/community

members to wash/rinse recyclable items as needed

Getting Started

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Recycling 101 � Materials: 3 labeled boxes; 3 items for each student (i.e.

plastic, paper, metal, cardboard) � Describe how and why it is important to recycle � Describe the types of materials that are recyclable� Explain and demonstrate sorting of the materials into

each box� Motor: perform a physical activity while traveling to the

recycle boxes (i.e. on the way to the boxes: walk on a line, tiptoe, side step; on the way back to their seat: jump, hop, crab crawl)

Recycling 101Number and Number Sense1. Count to 102. One-to-one correspondence3. Determine “how many” in sets of 5 or fewer objects4. Construct 2 sets of objects, each containing same

number of objects5. Compare sets of equal, more, & fewer; use language of

comparison

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Recycling 101Measurement:� Begin to use terms to compare the attributes of objects

Recycling 101MMeasurement:� Order a set of objects according to size, weight or length

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Recycling 101� Data collection� Gather, sort, and compare

objects by similarities and differences

Muscles & Sets� Construct sets with more or fewer objects than a given

set� Motor: lift, carry, & squat to place

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What A Combo!!!� Join 2 sets of objects to

make 1 large set

� Use: yogurt containers & small snack items, large boxes, chip cans

Great Graphs� Place information or objects in a floor or table graph

according to one attribute (i.e. size, color, shape)

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Patterning� Identify, copy, extend, and create simple patterns or

sequences of sounds, shapes, and motions

Lovely Lids� Equally distribute a set of objects into 2 or more

smaller sets (e.g., shares 6 yogurt cups or crackers with 3 friends equally)

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Simon Says� Materials: medium size box/container (1 for each student), 3

smaller items (i.e. shoe box, bacon bits container, bottle cap, yogurt container)

� Spatial relationships� Demonstrate and begin to use the language of the relative

position of objects in the environment and play situations (e.g., up, down, over, under, top, bottom, inside, outside, in front, behind, between, next to, right side up, and upside down).

� Step over the box, place bottle cap between your knees, place items inside the box, place your hand next to your box

Coin Hokey Pokey� Students place “coins” or recycle items at their feet � Sort and classify objects by one or more attributes (e.g.,

size, shape)

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Number Hokey Pokey� Materials: plastic containers with different recycle

numbers inside the recycle symbol (i.e. 1, 2, 5, 6)� Students place “coins” at their feet � Indicator: Number and number sense� 10. Identify and name numerals 0-9.

Cereal Recall � Materials: empty cereal boxes (8), construction paper, glue, 2

copies of photos or pictures� Cut out the two largest sides of the cereal boxes � Glue construction paper to the printed side of the cut-outs� Glue picture to the construction paper side of each cut-out� Place the cut-outs on the floor in rows (construction paper

side down) � Students take turns turning over 2 cut-outs at a time,

attempting to find the matches

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Cereal RecallGeometry and spatial sense:� Match identical two-and

three-dimensional objects found in the environment in play situations (e.g. 2 squares of same size, 2 stop signs)

Motor:� Walk on a line� Repetitions of squatting

Monkey See, Monkey Do It! Materials: yarn (18 inches), empty toilet paper rolls (2-4 per

student), paper, paint, glue� Prep:

� Cut toilet paper rolls into 3 smaller rolls� Write numbers 0-9 on rolls

� Create a necklace with the rolls and yarn� Students stand in a circle and turn music on � Each student takes a turn standing in the middle of the

circle. While in the circle, the student makes up a dance or series of movements and the rest of the class imitates the movements.

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Monkey See, Monkey Do It!� Represent quantity using

invented forms (e.g., child’s marks to represent a quantity of objects)

� Write numerical representations or numerals in meaningful context

� Identify and name numerals 0-9

� Compare & order whole numbers up to 5

� Motor:� Jump, hop, dance, touch

toes, run in place, wave hands above head, wiggle

Match It Up!� Materials: 5’ x 8’ non skid mat; colored tape; matching

pairs of 12-16 recyclable/reusable items� Prep: Use tape to make the mat into a grid� Class surrounds mat, place 1 of each pair in the mat

squares, distribute the other items, take turns matching� Motor:

� Squat� Walk on a line� Obstacle course (balance and coordination)

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Match It Up!� Match identical

2-& 3-dimensional objects found in the environment in play (e.g., 2 squares of same size, 2 stop signs)

How Long?� Materials: recycle items (4 types, 5-10 of each type),

colored tape, and ribbon� Use measurement techniques and tools: Measure length

and volume (capacity) using nonstandard units of measure

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How Does it Move?� Materials: various recycle items, 2-3 large boxes� Physical sciences:� Explore & identify parts and wholes of familiar objects (put

lids with containers)� Sort familiar objects by one or more property� Explore ways of moving objects in different ways (e.g.,

pushing, pulling, kicking, rolling, throwing, dropping)

Giant Shape Sorter� Materials: large box, recyclable items of various shapes (i.e.

rectangles, circles, ovals, square- shampoo bottle, facial tissue box, cereal bar box)

� Prior to class, adult cuts out shapes on all sides of box to correspond with recyclable items collected

� Place in the block/puzzle area and/or perform as a group activity� Expansion activity: students decorate the box� Motor:

� Squat� Tip toe reach� Side bend� Cooperate to dump large box and repeat activity

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Giant Shape Sorter� Geometry and spatial sense:� Identify, name, create and describe common 2

dimensional shapes� Identify, name and describe 3-D objects using child’s own

vocabulary (e.g., sphere – “ball,” cube – “box,” cylinder –“can” or “tube,” and cone –“ice cream cone”)

You Can Cones� Materials: 2-liter bottles, large coffee cans, milk cartons,

colored tape� Place containers 3 feet apart in a line, use tape on the

floor for visual direction� TIPS:

� Weigh down container with water, beans, pebbles, sand, etc.

� Have students help fill the containers

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You Can Cones

You Can ConesMath: measurement1. Use terms to compare attributes of objects2. Order a set of objects according to size,

weight, or length3. Measure volume using nonstandard units of

measure

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You Can ConesPhysical sciences1. Explore and compare materials with different sensory

experiences2. Sort familiar objects by one or more property3. Demonstrate understanding of motion related words

PICASSO PIZZA� Materials: pizza box, paint, paper, small balls (golf, wiffle,

marbles)� Place paper, then paint, then the small balls in the pizza

box� Close the lid� Work together to move the balls around in the box � Open the box and view the art work

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Motor:� Shake it standing up� Pass it kneeling� Carry while knee

walking� Tilt it squatting down� Slide it on the floor

PICASSO PIZZAForces and motion:� Demonstrate understanding of motion related words

(e.g., up, down, fast, slow, rolling, jumping, backward, forward)

Doing scientific inquiry:� Predict what will happen next based on previous

experiences� Begin to make comparisons between objects or

organisms based on their characteristics

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Box Car Races� Materials: 2 medium size boxes (i.e. shoe box, large facial

tissue box, diaper box), construction paper, glue, 2 egg cartons, 24 twist top plastic bottle caps

� Decorate boxes� Divide the students into two teams� Place the egg cartons 5-8 feet from the box cars� Have a relay race: transport the bottle caps to the egg

carton in the box car� First team to fill their egg carton wins

Box Car Races� Use Patterns, Relations,

and Functions� Sort, order, and classify

objects by one attribute (e.g, size, color, shape)

� Prediction: is it faster to push the box with your hands or nose?

� Motor: � Move the box car by:

� Crawling to push the box with various body parts: hands, foot, elbow, ear, nose

� Running, walking, walk on a line

� 2 students carry box together

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aMAZE-ingMaterials: yogurt cups, small boxes, drink caps, fruit

cups, pizza box, 1 golf ball� Glue yogurt cups, small boxes, drink caps, and fruit

cups inside the pizza box� Cut a small opening on two opposite sides of the

box � Place the golf ball at one opening� Work together to move the ball through the maze to

the other opening by tipping and tilting the box

aMAZE-ingGeometry and Spatial Sense� Identify, name, and

describe three dimensional objects using the child’s own vocabulary

Motor:� Work the ball through the

maze while standing up, kneeling, half kneeling, squatting, on all 4s

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Homemade Musical Instruments� Materials (examples): margarine tub drum, bottle cap

tambourine, mailing tube rain maker, plastic bottle shakers

� http://familyfun.go.com/arts-and-crafts/specialfeature/musical_instruments/

� http://www.create-kids-crafts.com/homemade-musical-instruments.html

� EEnergy: explore musical instruments and objects and manipulate one’s own voice to recognize changes in quality of sound

Sink or Float?� Materials: various recyclable and reusable items,

container for water� Scientific Inquiry: 1. Predict what will happen next based on previous

experiences2. Record or represent and communicate observations

and findings through variety of methods3. Participate in simple, spontaneous scientific

explorations with others (e.g. digging to bottom of sandbox, testing materials that sink or float)

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Save Those Boxes!� Materials: several large box (i.e. printer paper size box,

shoe box, etc.)� Have students decorate boxes (optional)� Design patterns cards for students to follow (i.e. red,

blue, red)� Stack up for graph making

� Step 1: stack in A-B-A pattern� Step 2: graph audience eye by stacking blocks in

towers

Save Those Boxes!� Use patterns, relations & functions� Identify, copy, extend, and create simple patterns or

sequences of sounds, shapes, and motions in the context of daily activities and play

� Data collection and statistical methods: 1. Place info or objects in floor or table graph according to

one attribute 2. Select category or categories that have most or fewest

objects in floor or table graph

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� Animal zoo/cages- toy animals in small boxes or plastic fruit containers� Variation: Animals

train: place in small boxes connected; applesauce or pudding containers

Empowered!

Amy M Schlessman, DPT, DHSFacebook: Life Fuel (Kid Dynamics LLC)llifefuelseminars@gmail.comschlessmanamy@gmail.com

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Knowledge Check

How many minutes of physical activity should children get each day?a) 15 minutes or moreb) 60 minutes or morec) 45 minutes or mored) 30 minutes or more